PSYCHOLOGY Operant Conditioning Slideshow

1. 1[blank_start]Operant Conditioning[blank_end] is different from classical conditioning because the actual behaviour creates a consequence. For example pulling a fire alarm with no fire would lead to their being punishment, but [blank_start]Classical Conditioning[blank_end] would know the alarm would sound before the fire alarm is pulled and avoid pulling it from learning before.

   1. AOperant Conditioning
   2. BClassical Conditioning
   3. CClassical Conditioning
   4. DOperant Conditioning
2. 2[blank_start]Thorndike[blank_end] was a psychologist who create a law, it stated that the type of consequences that follow a behaviour will effect whether or not the actual behaviour continues.

   1. AThorndike
   2. BWatson
   3. CLoftus
   4. DFreud
3. 3[blank_start]B F Skinner[blank_end] looked at Thorndike's Law and decided to make a physical experiment and create boxes to test out the theory. They were used to measure the response rate through [blank_start]reinforcers[blank_end].

   1. AB F Skinner
   2. BSigmund Freud
   3. CLoftus
   4. DThorndike
   5. Ereinforcers
   6. Fpunishers
   7. Gretrieval measures
4. 4[blank_start]Reinforcement[blank_end] is the main effect on these behaviours, and if [blank_start]reinforcement[blank_end] is used then the behaviour Increases. There is both [blank_start]positive reinforcement[blank_end], which is the addition of a positive consequence (getting money for good grades) and there is [blank_start]negative reinforcement[blank_end], which is the subtraction of a negative consequence (not getting nagged at for getting good grades).

   1. AReinforcement
   2. BPunishment
   3. Creinforcement
   4. Dpunishment
   5. Epositive reinforcement
   6. Fpositive punishment
   7. Gnegative reinforcement
   8. Hnegative punishment
   9. Inegative reinforcement
   10. Jnegative punishment
   11. Kpositive reinforcement
   12. Lpositive punishment
5. 5[blank_start]Shaping[blank_end] is used in reinforcement, it is the idea of reinforcing an idea in succession over and over again, sort of like building one of those marble gyms. You place one after another to create different paths and connection until the main goal is done. It is used in order of similarity to get the job as simple as possible to understand as a goal. At the end [blank_start]Shaping[blank_end] helps create complex behaviours, much like learning to type or walk.

   1. AShaping
   2. BRetrieval
   3. CReinforcers
   4. DPunishers
   5. EShaping
   6. FReinforcers
   7. GPunishers
   8. HRetrieving
6. 6[blank_start]Reinforcers[blank_end] can be different from [blank_start]Immediate[blank_end] (gaining coins on an iPhone game) or [blank_start]delayed[blank_end] (achieving a degree at school). Mischel has a marshmellow test which was designed to access how well children were able to [blank_start]delay gratification[blank_end]. They were promised 2 marshmellow's if they waited and didn't eat the 1 they were given (they could always eat the one).

   1. AReinforcers
   2. BPunishers
   3. CImmediate
   4. Ddelayed
   5. Edelayed
   6. FImmediate
   7. Gdelay gratification
   8. Hbe punished
   9. Ibe reinforced
7. 7[blank_start]Punishment[blank_end] can happen through [blank_start]Punishers[blank_end] which can be two different types. [blank_start]Positive Punishment[blank_end] is when something unwanted happens after a behaviour (getting zapped from an electric fence) and [blank_start]Negative Punishment[blank_end] is when something wanted is removed after a behaviour (losing time with your friends due to having to study). [blank_start]Punishment[blank_end] can only really be effective if it happens [blank_start]immediately[blank_end] after the unwanted behaviour has happened. It is also important that the punishment is [blank_start]consistent[blank_end] rather than [blank_start]severe[blank_end].

   1. APunishment
   2. BReinforcement
   3. CPunishers
   4. DReinforcers
   5. EPositive Punishment
   6. FNegative Punishment
   7. GPositive Reinforcement
   8. HNegative Reinforcement
   9. INegative Punishment
   10. JNegative Reinforcement
   11. KPositive Punishment
   12. LPositive Reinforcement
   13. MPunishment
   14. NReinforcement
   15. Oimmediately
   16. Precently
   17. Qfar
   18. Ryearly
   19. Sconsistent
   20. Tsevere
   21. Usevere
   22. Vconsistent
8. 8When using [blank_start]Reinforcement[blank_end], there are two methods to use. One is [blank_start]Continuous Reinforcement[blank_end] which is used when trying to establish a wanted behaviour, it is the repetitive application of learning a wanted behaviour. [blank_start]Partial Reinforcement[blank_end] is better used when the actual behaviour has been established but is wanted to continue, it helps prevent extinction of this trait and is to be used every once in a while.

   1. AReinforcement
   2. BPunishment
   3. CContinuous Reinforcement
   4. DContinous Punishment
   5. EPartial Punishment
   6. FPartial Reinforcement
   7. GPartial Reinforcement
   8. HPartial Punishment
   9. IContinous Reinforcement
   10. JContinous Punishment
9. 9When deciding to try to better establish a behaviour it is best to use [blank_start]Reinforcement[blank_end], but when using specifically [blank_start]Partial Reinforcement[blank_end], there are certain types of schedules that can effect the likelihood of behaviour being conditioned. [blank_start]Reinforcement[blank_end] based on [blank_start]Ratios[blank_end] are based on the number of responses. [blank_start]Reinforcement[blank_end] based on [blank_start]Intervals[blank_end] is based on time, and time gone by.

   1. AReinforcement
   2. BPunishment
   3. CPartial Reinforcement
   4. DPartial Punishment
   5. EContinuous Reinforcement
   6. FContinous Punishment
   7. GReinforcement
   8. HPunishment
   9. IRatios
   10. JIntervals
   11. KReinforcement
   12. LPunishment
   13. MIntervals
   14. NRatios
10. 10A [blank_start]Fixed-Ratio[blank_end] schedule in Reinforcement is described as reinforcing behaviour ONLY after a certain/predictable amount of responses is registered. An example of this is reward points for a company card meaning more savings.

    1. AFixed-Ratio
    2. BFixed-Interval
    3. CVariable-Ratio
    4. DVariable-Interval

11. 11A [blank_start]Variable-Ratio[blank_end] schedule method in Reinforcement is described as reinforcing a response to behaviour after an Unpredictable or Uncertain amount of responses. An example of this method is used in slot machines.

    1. AVariable-Ratio
    2. BFixed-Ratio
    3. CVariable-Interval
    4. DFixed-Interval
12. 12A [blank_start]Fixed-Interval[blank_end] schedule method in Reinforcement is described as reinforcing behaviour only after a certain AMOUNT of time has passed. An example of this is the clock passing until your lunch break.

    1. AFixed-Interval
    2. BVariable-Interval
    3. CFixed-Ratio
    4. DVariable-Ratio
13. 13A [blank_start]Variable-Interval[blank_end] schedule method in Reinforcement is described as reinforcing a behaviour/response at Unpredictable or Uncertain times. An example of this is receiving an email, you have no control over when you'll get each email.

    1. AVariable-Interval
    2. BFixed-Interval
    3. CVariable-Ratio
    4. DFixed-Ratio
14. 14[blank_start]Behaviourism[blank_end] believes that the more rewards given, the better the behaviour will be. An [blank_start]Intrinstic Reward[blank_end] is one that comes from yourself, it is done through emotions and thoughts. An [blank_start]Extrinsic Reward[blank_end] is one that comes from outside forces, an example is money or other wanted materials.

    1. ABehaviourism
    2. BEmpiricism
    3. CDeterminism
    4. DIntrinstic Reward
    5. EExtrinsic Reward
    6. FExtrinsic Reward
    7. GIntrinsic Reward
15. 15The Bobo Doll Experiment which was made by [blank_start]Bandura[blank_end] in 1965, showed a video tape of different adults beating an inflatable clown doll to children. Different groups were shown the adults either got punished, rewarded, or nothing happened. The experiment showed that the children (mostly male) [blank_start]INCREASED[blank_end] behaviour of beating when the adult's were rewarded by nearly double as much as the punished group. This study shows that people, especially children learn from [blank_start]Observing[blank_end] other's behaviour. [blank_start]Bandura[blank_end] claimed the [blank_start]Social Learning Theory[blank_end], which said that people go through:
    Attention - interest in behaviour
    Retention - learning the behaviour
    Reproduction - repeating the behaviour
    Motivation - wanting to do behaviour

    1. ABandura
    2. BFreud
    3. CWatson
    4. DSkinner
    5. EINCREASED
    6. FDECREASED
    7. GSHOWED NO DIFFERENCE
    8. HObserving
    9. IRepeating
    10. JAvoiding
    11. KBandura
    12. LWatson
    13. MSkinner
    14. NFreud
    15. OSocial Learning Theory
    16. PRewarding Conditioning Theory
    17. QRepeated Behaviour Hypothesis

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100 Psychology Quiz on PSYCHOLOGY Operant Conditioning Slideshow , created by Michael Wickham on 02/11/2015.

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