Transcript Last unit: Respondent Behavioral Relations S--->R US--

Unit 2, PSY 4600
Schedule
Tuesday and Thursday: Lecture
Monday, 2/02: 6:30- 8:00 p.m., Instructional Assistance
1st Floor Wood Hall Lounge
Tuesday, 2/03: Exam
Stairs made fun
thefuntheory.com
Changing behavior for the better using fun consequences
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Last unit: Respondent Behavioral Relations
S--->R
US--->UR
CS--->CR
This unit: Operant Behavioral Relations
MO:SD/S∆:R--->Sc
Focus on operant consequences and SDs and S∆s
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SO 2: Basic Behavioral Principles
1. Reinforcement
A. Positive
B. Negative (difference between pos & neg?)
1. Escape (alarm clock, safety harness after chime)
2. Avoidance (safety harness before chime; child
plays quietly)
2. Punishment
3. Operant Extinction (withheld, not withdrawn)
Examples and sample exam questions
on page 20 of the Study Objectives
(terminates or avoids, e-aversive stim that comes before, TV screen clears, food reinforcement, avoid vs. pun, Decrease to avoid conseq – not correct;
student asks question, professor says; pun dec; avoid incr; cannot increase a nonbehavior; extinction burst, taking truck away, sending a child 3
from the
table; language will be very clear in the examples I provide on the exam)
SO 2: Some Examples (in SOs)
• Rafael gets a muscle cramp. He massages the
muscle and the cramp immediately decreases in
severity. As a result, when Rafael gets a muscle
cramp in the future, he massages it more often than
he had done in the past.
• A student wants to make a copy. She inserts her
Bronco Card into a copy machine and pushes the
button. No copies are made. The student pushes
and pushes the button, but still no copies are made.
As a result, the student pushes the copy button on
that machine less often.
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SO 2 (Examples, cont.)
• Barbara calls her little sister a scardy cat and the
little sister immediately begins to cry. As a result,
Barbara calls her sister a scardy cat more often in
the future.
• A worker is standing around with co-workers and
puts on her hard hat before entering the
construction area. Her supervisor sees this and
immediately says “Hey, that’s great, Grace!
Thanks for making safety first a reality!” As a
result, Grace puts on her hard hat less often in the
future.
(effect on behavior, can’t just look at the conseq; teachers and elementary school children
, criticism,attention)
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SO 2: Final Examples
• Jake gets bitten by bugs when he walks in the woods.
One day, he puts on a new kind of bug repellant and
does not get bitten by bugs. As a result, in the future, he
puts on that new kind of bug repellant before he walks in
the woods more often.
• Suzie is a 5-year old who loves the beach – playing in the
sand, running around, splashing in the water. She throws
sand in the face of her two cousins and her parents
immediately require her to sit on the beach blanket for 5
minutes. As a result, Suzie doesn’t throw sand at her
cousins as often in the future.
(exam examples, Tas can use examples from your exams)
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SO 3: Abbreviations:
Unconditioned and Conditioned Reinforcers
Unconditioned Reinforcer
SR NOT UR
UR=Unconditioned Response
Conditioned Reinforcer
Sr NOT CR
CR=Conditioned Response
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SO4: Explanatory Fictions
• In science, it must be possible to observe the
cause of an event (behavior) independently
from the event itself
• When the cause is just another name for the
event, the explanation is said to be “circular”
and the proposed cause is called an
“explanatory fiction”
– i.e., a false or untrue explanation
(A few comments on Michael’s article on EF; we have a lot of trouble with explanatory
fictions in psychology.)
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SO5: Explanatory Fictions
• The child is so uncooperative because he has a
hostile attitude
• The child plays the violin so well because of
her outstanding musical talent
• The rat presses the lever because he knows he
will get food or expects to get food
• The person won the marathon because of his
great athletic ability
(each is an explanatory fiction: why – the only evidence that hostile attitude – go through
all three. Looking at it another way: you can’t observe hostile attitude, talent, “knowing”)
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SO5: Explanatory Fictions
• The child is so uncooperative because he has a
hostile attitude vs.
• The child is so uncooperative because his father has
often told him he is not good enough when he does
something he has asked him to do
• The child plays the violin so well because of her
outstanding musical talent vs.
• The child plays the violin so well because her mother
plays the violin and the mother started teaching her
how to play when she was 4 years old
(contrast those explanatory fictions with…)
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SO5: Explanatory Fictions
• The rat presses the lever because he knows he
will get food or expects to get food vs.
• The rat presses the lever because he has been
reinforced for pressing the lever in the past
• The person won the marathon because of his
great athletic ability vs.
• The person won the marathon because he
trained every day for years
(contrast those explanatory fictions with…)
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SO7: Explanatory Fictions vs.
Incorrect Explanations
• Jessica is stubborn because she has a bad
attitude vs.
• Jessica is stubborn because she was born in
May and her astrological sign is Taurus
• He doesn’t get along well with others because
he is a loner vs.
• He doesn’t get along well with others because
he is an only child
(SO6 on your own: an explanation is not an explanatory fiction just because it is wrong:
Explanatory fiction is only when the cause is another name for the behavior and cannot
be observed indepedently)
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SO7: Which ones are not explanatory fictions?
• Fido bites children because he is a dog.
• Jack won’t lend his tools to anyone because he
is selfish.
• Grace gets straight As because she is so
intelligent.
• Ann can’t do math because she is a female.
• Jonathan interrupts people frequently when
they are talking because he is from New York
City.
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SO 10-11: Introduction
Chance’s material starts with animal training
– Dolphin training, e.g., Shedd Aquarium, San Diego Sea
World, Georgia Aquarium
– Behavioral enrichment in zoos, e.g., Honolulu Zoo,
Atlanta Zoo, Brookfield Zoo, Disney Land and Disney
World, Busch Gardens-Orlando
– Animal training (dogs, cats, horses, etc.), Karen Pryor
(Don’t shoot the dog), Mary Burch & Jon Bailey (How
dogs learn), Mary Burch, (Citizen Canine – AKA), Gillette
Obedience Training (Galesburg, MI), Applied animal
training practicum (WMU, UMN-Duluth)
– “Clicker Training”: Clicker as an Sr (athletes)
(: animal training; Gulf oil spill dogs and turtle eggs; Binti Jua – Brookfield zoo, Otto Fad, Ken Ramirez)
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SO 11: The Aggressive Bull Elephant
San Diego Zoo: Intro
• An aggressive elephant
• Husbandry includes cutting off calluses on feet,
otherwise, eventually they can’t walk
• G. Priest established a “click” as an Sr
• Shaped the elephant to walk to a wall with hole in
it, put its foot through the hole, and stand
patiently while the vet cut off the calluses.
(SO10 on your own)
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SO 11: Development and Testing of an Sr
Development
When food deprived (MO):
NS (click) / SR (carrot) (no behavior is necessary!)
NS becomes an Sr
Critical features:
• The NS is paired with an SR (or Sr) (NOT a US!)
• The NS precedes the SR when pairing takes place
• No behavior is necessary
• The NS becomes an Sr
(NOT a CS!)
(How trainers made click; all in SOs,click, crticial features on slide - not for the exam
need to test)
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SO 11: Development and Testing of an Sr
Testing
When food deprived (MO):
R (any response) ----> Sr (click)
*If R increases in frequency, the NS has become an Sr
Critical features:
1. The Sr follows the response (operant relation)
2. The Sr is presented alone (not with the SR)
3. The R must increase in frequency in the future
4. The Sr must occasionally be paired with the SR
(*essential - if the R doesn’t increase, no reinforcer, click critical features)
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SO11: Sample test question
Assume that a direct care worker wants to use the sound
of a bell as an Sr to increase the extent to which an
autistic child touches a toy.
A. Diagram what the staff member should do to make
the bell into an Sr, labeling all parts of your diagram
with the correct behavioral terms.
To solve:
1. What is the NS?
2. What do you pair it with?
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SO11: Sample test question
Assume that a direct care worker wants to use the sound
of a bell as an Sr to increase the extent to which an autistic
child touches a toy.
B. Now diagram what the staff member should do to
make sure the bell is an Sr, labeling all parts of your
diagram with the correct behavioral terms.
To solve:
1. What is the response?
2. What is the Sr?
3. Do Srs come before or after responses?
4. To prove a stimulus is a reinforcer, what must
happen to the response?
(another example is in the SOs)
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SO12: Difference Between
Respondent Conditioning and Development of an Sr
The confusion: Both involve pairing an NS with another
stimulus
Difference:
Respondent
Conditioning:
NS/US, or NS/CS
Development
of an Sr:
NS/SR, or NS/Sr
(Respondent conditioning: NS becomes a CS-->CR; Sr NS becomes Sr; R-->Sr)
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SO13: Respondent Conditioning &
Development of an Sr
Elephant: Click became an Sr
When food deprived:
NS (click)/SR (carrot)
Click became an Sr
Respondent conditioning: Click is also going to become a CS
NS (click) does not elicit salivation
US (carrot)  UR (salivation) yes, elephants salivate
NS (click)/US (carrot)  UR (salivation)
CS (click)  CR (salivation)
(Although separate and distinct, there are times when they occur together)
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SO14: When both respondent conditioning
& development of an Sr will occur together
• When the NS is paired with a stimulus that is
both a US and SR or a CS and an Sr
• Example of when it won’t happen: Pupillary
constriction
A. Bright light is a US  UR
B. Bright light is not an SR
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SO15: Behavioral Enrichment in Zoos
• Behavioral interventions designed to improve the well
being and health of captive animals
• Hal Markowitz started this work in the 1970s
• Zoos have a very important function: protection of
endangered species, education of public
– keep humans from destroying natural habitats
– keep humans from killing off species of animals (ivory
tusks or furs)
– protect and preserve species that are endangered due
to disease, natural disasters
(back to an extension of animal training: mother nature ain’t kind – Poling story)
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Zoos
• Many of us cringe when we think about
zoos – animals in prison
• But over the years, zoos have been
attempting to make life better for the
animals
(but most zoos have come a long way..)
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SO16: Two popular* approaches zoos
have tried to make life better for animals
• Make the enclosures more naturalistic
• Add toys, boomer balls
*popular, but ineffective
Neither – terrifically effective – naturalistic enclosures first)
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SO16: What’s the problem, even
when enclosures are naturalistic?
• Naturalistic enclosures sometimes do have
some benefits for the animals
• Certainly make us more comfortable
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SO16: What’s the problem, even
when enclosures are naturalistic?
• Fail to include the behavioral contingencies in the wild that
reinforce species typical (and active) behavior
• Much of the behavior of free-ranging animals involves getting
food (the only one mentioned by Chance), fighting off or
fleeing predators, natural migration, securing mates and
mating, establishing social hierarchies, etc.
• It’s the consequences of those behaviors that maintain much
of the active behavior of wild animals
– some behavior is, of course, genetic
– over the years, they have discovered, however, that many behaviors
that were once considered inherited are learned
(most groups, dominant male: stallions, mares; gorillas; ducklings following Mom
closeness to object, following in the natural environment, bird’s songs)
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SO16: What’s the problem, even
when enclosures are naturalistic?
• In zoos, food is provided usually in the same place at the same
time each day, animals are completely protected from
predators, certainly cannot migrate to different locations, and
are not subjected to threats of their domination from outside
animals
• There is “no reason” for animals to be active
• Behaviorally the reason to be active:
R (species typical behaviors)  SR (food or other reinforcers)
• What happens if behaviors are not followed by reinforcement?
(in a zoo, no one wants to see an antelope/Bambi killed, mauled, and eaten by a hyena)
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Great enclosures,
but no reinforcement
for active behaviors
Toys and boomer
balls, but no
reinforcement for
playing with them
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SO17: Examples of Behavioral
Enrichment
• Servals
(Who can’t love a face like this? Click…Servals swim in the wild; naturalistic
enclosures included ponds – servals didn’t’ swim. Guess what was missing?)
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Enrichment for Servals:
Honolulu Zoo
Species typical behavior (swimming) with same
reinforcement as in the wild (fish)
(not squirmish about dead fish; only dead mammals; click; 5-gallon ice, cross-species)
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Enrichment for Elephants: Honolulu Zoo
Species typical behavior (manipulating objects with
trunk) with the same reinforcement as in the wild (food)
(variation on the same theme: elephant keggers; not beer!)
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Enrichment for Langor Monkeys:
Honolulu Zoo
Species typical behavior (grooming and foraging)
with reinforcement (fruit loops)
(mop head on bungee cord, laced with fruit loops, last slide on this)
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SO18: Delusions, hallucinations
Clinical applications
• Chance presents a number of very interesting
cases
• Delusions and hallucinations - seeing, hearing
things that aren’t really there (little green men,
voices, etc.)
• Sometimes they are organic or have physiological
causes - brain injury, Alzheimers, drugs sometimes they may be due to operant
conditioning, but
• They often can be altered by operant conditioning
procedures.
(back to humans!)
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SO18A: What was the reinforcer for her
delusion that her head was falling off?
• Woman in a mental institution who believed her
head was falling off.
• She seemed quite frightened when this was
occurring and the staff immediately tried to calm
her down.
• The delusion got worse - she began to hear
“popping” noises right before her head was going
to fall off.
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SO18A Cont.
Behavioral psychologists observed:
• She had difficulty approaching staff and engaging
them in conversation.
• She had poor social skills so when she did
approach them, the staff responded with
annoyance.
• When her head was falling off or when she heard
popping sounds prior to her head falling off, the
staff paid attention to her and comforted her.
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SO18B: Intervention components
Solution?
• Taught her better social skills
• Taught staff to reinforce her appropriate (actually,
better) social behaviors
• Taught staff to extinguish any behavior related to
her head falling off
Result?
“Her head remained firmly attached to her body.”
(Very nice ethical procedure - next slide)
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SO18C: Why is this such a nice
example of an ethical intervention?
• Social interaction with staff was a powerful Sr for her
(as evidenced by her delusional behaviors - popping
sounds, head falling off)
• If they had only extinguished (not to mention
punished) the delusional behavior, it would have
deprived the woman of an important reinforcer for
her - decreasing her “quality of life”
**Identified the powerful reinforcer for her, the one
maintaining the inappropriate behavior, then
arranged to have that same reinforcer provided for
appropriate behavior, thus preserving her quality of
life.
(quality of life, enriched environment – number/quality of reinforcers for behaviors
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Note, they did extinguish the delusional behaviors – “head following off”)
SO19: The Haggly Old Witch
• Patient was a young male “schizophrenic” in the
psychiatric hospital
• Presenting problem: A haggly old witch kept
following him around.
• Medication helped, but he continued to report
that she was “dogging” him
• Intervention: Record the strength of his belief that
the witch was really there on a 100-point rating
scale.
– 100 = Absolutely, positively certain
– 0 = Witch is not there, it’s my imagination
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SO19
• Reinforced expressions of doubt
• After 26 days, the patient consistently reported
that the witch was all in his imagination!
• Think of the implications - the intervention
consisted of “simply” reinforcing the verbal
behavior of the client, and it changed his reality.
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SO20
But how do we know that the schizophrenic
patient really believed that the witch was no
longer following him?
How do we know that the patient simply wasn’t
telling the therapist what he knew the therapist
wanted to hear?
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SO20
• The patient always took a certain tranquilizer when
he believed the haggly old witch was there
• The therapist recorded the number of tranquilizers
the patient took, using an ABAB reversal design
• Surely enough, during treatment, he did not take as
many tranquilizers, and at the end of treatment he
wasn’t taking any.
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Markowitz Article: SDs and S∆s
• Definitions: SDs and S∆ (not for the exam)
• My definition of an SD for this class (in SO23):
A stimulus that precedes a response and evokes that
response because that particular response has been
reinforced in its presence and not in its absence.
• Malott’s definition:
A stimulus in the presence of which a response has been
reinforced or punished.
• Pietras’ definition:
An event that precedes an operant and sets the occasion for
the behavior. They change the probability of behavior based
on a history of differential reinforcement.
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SO24: Development and Testing of an SD
Development/Training: dolphin to jump and back flip
immediately after seeing a hand signal but not in its absence
SD (hand signal):
R (jump and back flip) --->SR (food)
S∆ (no hand signal): R (jump and back flip) --->Ext (no food)
Testing: After repeated SD and S∆ training above, will the
dolphin jump and do a back flip ONLY after the hand signal?
SD (hand signal):
R (jump and back flip)
S∆ (no hand signal):
NO R (does not jump/back flip)
(both SD and S∆ training necessary; reinforcing behavior after SD; MO must be present both)
(no ext in s∆ testing)
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SO24: SD/S∆ Another Example
Training: How do you train a rat to press a lever immediately
when a light is on and ONLY when the light is on.
Testing: After training, how do you test to make sure
The rat presses the lever ONLY after the light on?
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SO24: Sample test question
• Sample test question is at the end of SO24
• Answer is at the end of the study objectives
for this unit
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SO25: SDs precede responses,
not other stimuli
• Traffic light: A yellow light is not an SD for a
red light.
• Railroad crossing: The flashing red lights
and bells are not an SD for the crossing
gates coming down.
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SOs 27 & 28: Markowtiz
• Markowitz was the behavior analyst who
started behavioral enrichment in zoos
• It has taken almost 40 years for this to gain
traction
• Altered the entire animal training field
– Husbandry
– Behavioral enrichment for health and exercise
– Conservation
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SOs 27 & 28: Markowtiz
• Dept. of Biology
San Francisco State
• Behavioral Enrichment in
Zoos (1982)
– New: $2,430 from amazon.com
– Launched global movement to
improve conditions of captive
animals in zoos, aquariums,
and biomedical facilities
(Died 2012, 78 years old)
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SOs 27 & 28: Review of Behavioral Chains
• Sequence of stimuli and responses:
SD1: R1  Sr/SD2: R2  Sr/SD3: R3  Sr+/SR
• The stimulus that follows each R is an Sr for that
response and an SD for the next response
SD1: R1  Sr/SD2: R2
• Each stimulus-response-reinforcer “unit” is
called a link
– The last link is called the terminal link
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Simple Chain with Rat
SD1 (light on): R1 (press lever)  Sr/SD2 (buzzer): R2 (pull chain)  SR (food)
•
•
•
•
•
•
•
Identify one link in this chain.
What is the terminal link in this chain?
What is the reinforcer for the lever press?
What is the SD for pulling the chain?
The buzzer is an Sr for what behavior?
The buzzer is an SD for what behavior?
The buzzer has also become a CS: For what
behavior?
(last 5 questions the same ones I ask about the diana monkey chain in SO27)
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Simple Chain with Rat
SD1 (light on): R1 (press lever)  Sr/SD2 (buzzer): R2 (pull chain)  SR (food)
• What behavior is reinforced when SD1 is
present?
• What is the reinforcer for pressing the lever?
• Given the answer above, how would you
extinguish the lever press when the light is on?
(Now, I am going to ask the same questions I ask in SO28 re mandrill I want
to play game; how/why does the buzzer become an Sr?)
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SO27: Diana Monkey Token Economy
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SO27: Diana Monkey Token Economy
Top Platform
SD1: Light on
R1: Pull chain
___________
Middle Platform
SD1: Top light on
Sr/SD2: Bottom light on
R2: Pull chain
Sr/SD3: Token delivered
__________________
Bottom Platform
R3: Put token in slot
SR: Food
________________
(why light on middle platform as SD1? Two chain pulls: specify platform, questions on Sos?)
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SO27: Diana Monkey Token Economy,
Interesting Family Dynamics (NFE)
• Family group: 16-year old momma, Beulah; 8-year old dad,
Rocky; adolescent and infant
• Beulah never learned how to exchange the tokens for food
• Rocky would regularly share food with Beulah and would let
her sit on the platform with him when he exchanged tokens
for food but….would “unceremoniously” knock the youngsters
off the platform AHHH 
• Beulah: to earn food she would “encourage” the others to
work and would occasionally pull the chain that resulted in
the token (after another one had pulled the top chain), but
would always give the token to one of the others – however,
then she would successfully “steal” the food most of time.
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SO27: Diana Monkey Token Economy,
Interesting Family Dynamics (NFE)
• When the monkeys were learning, Rocky (the dad) was
allowed to “take over” at his whim and completed the
entire sequence without intrusion
• Once the task was mastered by Rocky and the youngsters,
they would often pull chains for one another, and sit
“patiently” watching other monkeys exchange the token for
food.
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SO28: Mandrill Game
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SO28: Mandrill Reaction Time Game
• Zoo patrons could push a “I want to play button” and then
insert a dime to start the game
• The computer lit a “I want to play button” for the mandrills to
push on a random schedule if enough zoo patrons didn’t start
the game, and the computer would play with the mandrills
• One of three square lights would randomly light on the
monkey’s console and on the zoo patron’s console
• The contestant that touches the lighted square first, wins that
round
• The contestant that wins three rounds is the victor
• If the mandrill wins, the mandrill is reinforced with food; if the
human wins, they are rewarded by beating the monkey
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SO28: Mandrill Reaction Time Game
• The mandrill beats the human more than 70% of the time
• Reaction times of the mandrills due to play with computer is as
fast as .31 seconds!
• Benefits to the zoo
– Popular exhibit with zoo patrons and the media
– Received a lot of money to continue the behavioral enrichment work
• Benefits to the mandrills
– The male mandrill has stopped constantly threatening and chasing his
female companions
– All of the mandrills are more active; they are using more space in the
enclosure (interesting side effect, why?)
– Stereotypic behaviors in the enclosure decreased (again, interesting,
why?)
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Recommended Reading
From the author’s web site:
Consequences are everywhere
Actions have consequences—and being able to
learn from them revolutionized life on earth. It
comes in quite handy for every day life as well.
Ten years in the making, The Science of
Consequences tells a tale ranging from genetics
to neurotransmitters, from emotion to language,
from parenting to politics. Taking an inclusive
systems approach, author Susan Schneider draws
together research lines from many scientific fields
to tell a tale that is epic in scope.
And, it is an “easy read!”
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THE END
• Questions?
• Instructional assistance hours:
– Monday, 2/02, 6:30-8:00 p.m.
– Wood Hall First Floor Lounge
• Thomas has the reins!
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