Operant and Clasical Conditioning

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Hull's Drive Reduction Theory: The belief that all animal and human behaviour are driven and that reinforcers reduce these drives (ie hunger > eat > hunger satisfaction). However it only works with primary reinforcers and not all behaviours are followed just by primary reinforcers.
Discrete Trial Procedures: Where the behaviour of a participant ends the trial (ie cat escapes from the puzzle box).
Superstitious Behaviour: Wagner and Morris (1987) got clowns to spit out marbles to children at random intervals. The children were told that the clown would only do it sometimes and if they collect enough marbles they would receive a reward. Many of the children performed clear cut behaviours (which had been paired with the marble spitting initially).
Counter Conditioning: It is the third stage of Wolpe's Systemic Desensitization where patients are told to relax and imagine the lowest scene in the hierarchy. Once a scene can be imagined without anxiety, a patient can move up to the next level in the hierarchy.
Superstitions: The performance of a behaviour even though reinforcers were coincidental and came regardless of of whether that subject engaged in that behaviour or not.
Behaviour Chaining: Training a subject to perform a number of behaviours in a particular sequence.
Creativity: Malia the porpoise was reinforced for any new and unusual behaviours she performed.
Free Operant Procedures: Where a subject is free to repeat a behaviour several times, as such they can stop this behaviour when they please (ie skinner box and leaver pushing).
Classical Conditioning: Where a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus.
Creativity: Students were asked to come up with headings for a number of photographs. Those who received rewards did not come up with novel answers.
Premack Principle (high = low): A rat enjoys drinking water then running on the wheel. So when the rat does run on the wheel drinking can be used to reinforce that behaviour.
Weil (1984): Said that delays in response allow other behaviours to occur before the reinforcement.
Law of effect: Behaviour has two consequences. A 'satisfying state of affairs' (when the chick turns down the right path) and an 'annoying state of affairs' (when the chick goes down the wrong path). As a result, behaviour is dependent on the consequences of that behaviour in the past.
Person A: Person A goes to the pokies plays 2 games and losses money, plays 1 game and wins the money back, plays another and looses, plays another and wins $100. Person B wins 3 of their first games, the next two games they loose. Which person is more likely to develop the gambling habit?
Trace Conditioning: Where the CS begins and ends before the presentation of the US.
Extinction: When a CS is repeatably presented without the US, resulting in the CS becoming weaker until the CR is extinguished.
Response Deprivation Theory: A rat has certain levels of running and drinking behaviour. If drinking falls (or is restricted) rats ill engage in running behaviour to receive the reward of being able to drink. And vice versa.
Classical Conditioning: Mary's medication for lupus gave her severe side effects. So she paired cod liver oil with her medication, to eventually drinking just the liver oil. She never got lupus even after a few years because her body associated cod liver oil and treating her symptoms.
Shaping: A procedure used to increase the rate at which new operant learning behaviour is learnt. Any behaviour that resembles a desired behaviour is reinforced and built up in steps.
Systemic Desensitization: Wolpe's Therapy to decrease conditioned phobias by paring CS in thought with relaxation (US). This is done in four stages 1) construction of fear hierarchy 2) relaxation training, 3) actual counter-conditioning and 4) assesment treatment.
Forward Chaining: Reinforcing behaviours starting with the first required in a chain, then adding the subsequent behaviours.
Puzzle Box: Name the experiment where Thorndike placed cats into a box and placed food outside and just of reach from the box. The box had a door which the cat could pull open by pressing a button and pulling a string. With each trial the cats learnt to press the leaver, then pull the wire in order to get the food. Eventually this became an immediate response as soon as they were put into the box.
Behaviour Chaining: Skinner (1938) taught Phlyn the rat to first pull a string to release the marble, pick up the marble, then lift it, carry it to the top of the tube and drop it back in (an example of chaining).
Avoidance: Escaping from an aversive or negatively reinforcing stimulus is in itself reinforcing. This is because the subject does not experience that reinforcer.
Does not allow for secondary reinforcers, skeptical about low reinforcing high probability behaviours.: What are the problems with Premack's theory?
Superstitious Behaviour: Where a reinforcer is aimed at the same time a behaviour is being carried out.This results in what kind of behaviour?
Test Trial: Where a neutral stimulus (CS) has to be paired with a US.
Premack's Relative Value Theory: Behaviour has different kinds of values and therefore it is the value of that behaviour that reinforces that behaviour. A rat will press a lever to receive food to then receive the reinforcer of eating.
Conditional Reflex: Where a conditioned stimulus evokes a conditioned response.
Gambling: Reinforcers which occur at an intermittent schedule; sometimes a behaviour is reinforced and other times it may not. If reinforcement occurs early it results in this behaviour because intermittent reinforcement extinguishes slower then continuous reinforcement.
Higher Order Conditioning: Pairing a neutral stimulus (CS2) with a well established CS so that it can evoke the CR without ever being directly paired with it.
Latent Inhibtion: Where the exposure to a stimulus, which in the past has produced little or no consequence, prevents conditioned associations with that stimulus being formed. For this reason conditioned stimulus are less easily remembered.
Preparatory Response Theory: What is learned during conditioning is what prepares an individual for the appearance of the US.
Relaxation Training: Patients learn to relax. It is the second stage of Wolpe's Systemic Desensitization.
Magnitude: Simmons (1924) experiment where rats who received milk and bread, rather then sunflower seeds, out performed other rates in completing a maze. This was because the reward was worth more.
Operant Learning/Conditioning: Behaviour operates on the environment and can be said to be strengthened or weakened by the consequences of that behaviour.
Counter Conditioning: When the rat was paired with cookies, baby Albert began to move closer to the rat and eventually played with it.
Counter Conditioning: Pairing a fearful stimulus with a positive US.
Advertisements: Where products are paired with positive stimuli (attractive person, hunger satisfaction etc). When liking of a product is established, as the frequency of the parings increases the more often it is presented.
Backward Chaining: Working back form the last element in the chain to the first by adding on the next behaviour in the sequence.
Overshadowing: The idea that stronger stimuli overshadow weaker ones (mostly depends on the intensity).
Behaviour Chaining: Cheney (1978) taught rats to climb a series of ladders and tunnels by chaining behaviours together.
Contingency Management Program: Program which aims to alter behaviour through 1) ASSESSMENT of the inappropriate behaviours and what is causing them, 2) CONTRACTING; specifying the new relationship between the desired response and reinforcement, and where inappropriate responses are no longer reinforced and 3) IMPLEMENTATION of the treatment.
Positive Punishment: When a stimulus is presented and a behaviour decreases.
Negative Punishment: When a stimulus is removed and a behaviour decreases.
Contiguity: A factor effecting OL through the length of the gap between the behaviour and the reinforcer. The shorter the interval, the faster the learning.
Response Deprivation Theory: Behaviour becomes reinforcing when the organism is prevented from engaging in that behaviour at a normal frequency.
Extinction Burst: The immediate increase of behaviour after the removal of previous reinforcing consequences.
Chick Maze: Thorndike study where chicks were placed in a maze and made to find their way out. With successive trials the chicks found quicker routes and eventually went straight through the maze.
Contiguity: Lattal (1995) taught a pigeon to peck a disk. Results showed that if they delayed the reward for 10 seconds it took the bird longer (40 days) to learn that behaviour. Birds that were rewarded immediately learned the association of the reward and behaviour quicker.
Contingency: In classical conditioning it is where the US is correlated and will only occur if the CS also occurs.
Fear: Watson conditioned baby Albert to fear rats when associating a loud noise (US) which produced fear (UR) with the rat (CS). This produced a CR of...
Contingency: A variable affecting OL. The degree of correlation between a behaviour and its consequences (ie the probability of a reward).
Delayed conditioning: Where the CS begins before the US but ends during the US.
Premack Principle (low = high): If a rat prefers drinking but does not prefer running, access to the water can be manipulated so that the rat has to run on the wheal to get to it. Increasing running behaviour reinforces drinking behaviour.
Extinction: With holding the consequences that reinforce behaviour, which lead to the gradual decline in that behaviour.
Creativity: Reinforcing unusual and novel ideas or behaviours to promote more unusual and novel behaviours.
Phobia: Fear of an object or a situation that is unrealistic.
Resurgence: Reappearance of a previously learned behaviour.
Phobias: Result of many stimuli being conditioned to evoke the same fearful response.
Creativity: Children were asked to come up with new uses for various objects such as a brick or a pencil. When more unusual uses earned points, the number of unusual ideas rose.
Construction: Patient is asked to rank in order their lowest to their highest fear. It is the first stage of Wolpe's Systemic Desensitization.
Eisenberger and Rhodes: When a person is offered a reward for that behaviour, the best way to please that person is to complete the task in a socially approved way. If there is no reward at stake, a person can afford to be more creative. Who proposed this idea?
Extinction: Skinner (1938) removed the food from the Skinner box so that lever pressing could no longer be reinforced. As a result it led to the gradual decline in that behaviour.
Positive Reinforcement: When a stimulus is presented or increased in intensity and the behaviour increases.
Magnitude: The greater the worth or value of the reward, the faster the operant learning.
Contingency: Hammond (1980) varied the times in which behaviour was reinforced in rats (whether or not they were rewarded for their behaviour). If the probability of receiving food was low when pushing a lever, the less likely they were to press the lever (re-perform that behaviour).
Thorndike's Theory of Practice: When trying to draw 4 inch lines with your eyes closed, a person would never be able to draw an accurate 4 inch line nor have learnt to do it. This is because practice requires reinforcement (feedback) in order to be better practiced and learn.
Contiguity/Temporal Pairing: The delay between stimuli affects the amount of learning in classical conditioning.
Superstitious Behaviour: Skinner (1948) feed pigeons every 15 minutes regardless of what they did. The majority of them produced distinct behaviours as if it may prompt food.
Classical Conditioning pairs stimuli and involves reflexive or involuntary behaviour. Operant Conditioning involves a response following a stimulus and the movement of skeletal muscles.: What are the differences between classical and operant conditioning?
Spontaneous Recovery: Behaviour that had been extinguished will reoccur as if it had not if the subject is placed in the same reinforcing situation.
Pavlovian Theory: That the UR and CR are the same. New behaviours are not being learnt, but subjects learn to respond to behaviours in new ways.
Negative Reinforcement: When a stimulus is removed or decreases in intensity and the behaviour increases. This is normally something that an organism escapes to avoid (ie shelter > protection from a storm).
Premack Principle: High probability behaviours reinforce low probability behaviours. This can be also the reverse
Compound Stimulus: The pairing of two CS. When paired with and US, both CS's are evoking the CR.
Higher Order Conditioning: A boy is bitten by a big dog. He now fears big dogs and when he sees them crosses to the other side of the street. Smaller dogs then begin to scare him because they bark alot, so he avoids big and small dogs. Boy sees dogs down at a particular park, so he avoids going to he park all together.
Reinforcement: Provision of consequences for a behaviour that increases or maintains the strength of that behaviour.
Unconditioned Reflex: Where a non conditioned stimulus (US) evokes an unconditioned response.
Skinner Box: Rats are placed in a specially designed box where food is dispersed into a tray at the push of a leaver. Rats learned to push the lever increasingly to receive food .
Stimulus Substitution Theory: Where the CS replaces the US.
Assessment Treatment: It is the fourth stage of Wolpe's Systemic Desensitization where patients are required to encounter their fear.

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