BLP Exam 2 Study online at quizlet.com/_4lvo79 1. Abuse Liability of Drugs "Abuse liability" of drugs is related to "reinforcing efficacy" 6. Belongingness Keller and Maria Breland -both were Skinner students -Worked in Hollywood training animals to perform certain behaviors for films -Some behaviors could not be trained because they were too alike the animal's natural tendencies. They belonged. 7. B.F Skinner A behaviorist who studied operant conditioning and schedules of reinforcement Wrote 'The Behavior of Animals' 8. Break and Run Pattern You get your reinforcement for having done it once then you realize you have to do it again so you take a break, then you do it again. Break is caused by anticipation of more work ahead Break is longer if you anticipate larger amount of work 9. Break Point When the animal will not complete the response any longer after ratio strain. 10. Continuous Reinforcement Reinforcement is delivered after every response. Also known as FR1 Joe Brady -A Skinner student -Worked with rats, primates, and human volunteers -Ratio strain and "break point" -Fixed Ratio Schedules -Progressive Ratio Schedules 2. According to Thorndike, what causes learning to occur? Reinforcement or punishment after a response 3. Annoyers This that are agitating ---these lead to weaker responses when paired with a stimulus. In emitted behavior! 4. Appetitive Stimuli The "satisfying" stimulus Net effect on behavior does not depend on the type of stimulus alone (appetitive versus aversive). Example: Child gets rewarded every time he or she does a desired behavior (maybe a gold star for every perfect spelling score) The type of contingency between the response and stimulus outcome interacts with the kind of outcome. 11. That is, both positive reinforcement (involving an appetitive stimulus) and negative reinforcement (involving an aversive stimulus) strengthen behavior, that is, they are both reinforcing. 5. Aversive Simuli The "annoying" stimulus Net effect on behavior does not depend on the type of stimulus alone (appetitive versus aversive). The type of contingency between the response and stimulus outcome interacts with the kind of outcome. That is, both positive reinforcement (involving an appetitive stimulus) and negative reinforcement (involving an aversive stimulus) strengthen behavior, that is, they are both reinforcing. Cumulative Record A device created by Skinner that record the responses and rewards through time. It produces a graphical record of the accumulation of responses over time. A steep slope means there is a fast rate of response, likewise, a shallow slope means there is not a fast rate of response. A flat line means there is no response and a slash in the paper is an indication of reinforcement. Distance on X axis shows how much time has passed. Height on Y axis shows how many responses there are. 12. Describe the development of the generalization gradient as training progresses. It gets steeper. Discrimination training makes the generalization gradient even more steep. 13. Differential Reinforcement of Low Rates (DRL) Schedule Like fixed interval schedule, except early responses reset the time interval (reinforcement is delayed) Produces very low rates of responding 19. Escape and Avoidance Procedure aka negative reinforcement 20. FI Scallop The gradually increasing rate of responding that occurs between successive reinforcements on a fixed-interval schedule. 21. Fixed Interval A reinforcement schedule in which the first correct response after a set amount of time has passed is reinforced The time period required is fixed (always the same). Is sensitive to deficits in internal timing, such as produced by alcoholic Korsakoff's disease 14. Discrete Trial Procedures 15. Drug Self Administration 16. Elicited Behavior Behavior that is drawn out by a stimulus, not everyday behavior. 17. E.L Thorndike Studied instrumental conditioning in cats in "puzzle boxes" Proposed two ways of learning: 1. Trial and Error 2. Insight Emitted Behavior 22. Fixed Ratio Animal controls when to get the injection • Or can stick a tube into a specific part of the brain and inject cocaine and you will get strong reinforcement Want to find out HOW reinforcing is the drug • Reinforcement is directly correlated with abuse o Animals will ignore food because the drug is so reinforcing, they can starve to death 18. Example: putting clothes in the washer then you begun studying. After a while you know it is around the time to check to see if the clothes are ready. If not, then you come back again later when you think it is closer to the time again. Each trial is "discrete", which means each trial has a beginning and an end. There are two types: Latent - response time Correct vs. Incorrect Response Spontaneous behavior! Cannot always predict the stimulus making the behavior. Comes from within! ex.) Bella and Sophie running about in the backyard An instrument conditioning procedure in which the instrumental response terminates the aversive stimulus A reinforcer is administered after a specified number of correct responses. THIS IS BEST FOR LEARNING A NEW BEHAVIOR Ex.) FR210, FR900 only delivered after 210 responses or 900 responses 23. Flat Gradient When the animals responds the same to all the responses 24. Free Operant Procedures Free Operant allows the participant to respond whenever they want and hundreds or thousands of times. Conditions measured: -Most common type: the rate (the number of responses per unit of time) -The changes in interresponse time (the time in between responses) -The changes in choice probability (ex. between two or more response levers) 25. Guttman & Kalish's (1956) Experiment • Trained pigeons to peck when a 580 nm light illuminated a key (yelloworange) • Then, trained them on partial reinforcement • Then "probed" with nonreinforced trials with different light wavelengths • Most responses occurred for probes that had the same color wavelength as training • The more a probe differed from the training stimulus (the color yelloworange), the fewer the responses 26. 27. 28. Honig et al. (1963) How does the phenomenon of learned helplessness demonstrate that people and animals can learn "no contingency"? How can learned helplessness be overcome? In the Seligman and Maier experiment, they had a group of dogs (Group Y) that were unable to escape the shocks they were administered no matter that their response was. Eventually these dogs gave up and accepted the shocks. They had no contingency. 30. How does the Spence model explain peak shift? Inhibition caused by the S- cancels out some of the excitation caused by the S+, so the peak appears to shift. 31. How do you know which direction in the stimulus dimension the peak will shift, up or down the stimulus dimension? The peak for the S+ generalization gradient shifts in the direction "away from the S-." 32. Insight Learning An "aha!" moment. An epiphany. 29. Used line tilt stimulus -Trained pigeons to peck a vertical black line (90 degrees) and presented them with other lies at varying degrees (30, 60, 120, 150,180) -the pigeons pecked more at the lines that were similar to 90 (60/120) than the ones that weren't that close to vertical. How are ratio strain and the break point used to assess the abuse liability of drugs? ... How did Honig et al.'s (1963) experiment demonstrate that discrimination training can cause stimuli to acquire excitatory and inhibitory properties? The peak shift. When discrimination was learned, the peak shifted away from the original learned stimulus. The original stimulus is excitatory and the discriminant stimulus is the inhibited stimulus. They dogs overcame this when they were shown by people that they could now escape the shocks. One of the two ways you could learn according to Edward Thorndike 33. Instinctive Drift A behavior MUST conform to the animal's behavior ex.) Keller and Maria Breland were trying to train raccoons to take a coin and place it inside of a box. After the raccoons would do it correctly, they were given a food reward. -However, the raccoon became classically conditioned, and associated the coin and food. -Raccoons clean their food (elicited behavior) -Eventually the raccoons began to take the coin and clean it in nearby water like they would food because they anticipated the food. -This could never be broken because you cannot override a reflex. 34. Jenkins & Harrison (1962) Experiment Some pigeons were trained to peck for white noise, but got no discrimination training -They responded equally to all probes Other pigeons were trained to peck for a 1000 Hz tone, but got no discrimination training (S+, no S- group). -A typical generalization gradient was observed with peak responding at the training stimulus. Other pigeons were trained to peck for a 1000 Hz tone, but not to peck for 950 Hz (S+, Sgroup). -A steeper generalization gradient was observed 40. Learned Helplessness Seligman Dog Experiment 41. Learning by Consequences 42. Lieberman, McIntosh, & Thomas' (1979) RESULTS: Discrimination training improves discrimination. Peak Shift was observed 35. Joseph E. Brady Studied the abuse potential of drugs with schedules of reinforcement 36. Keller and Maria Breland Skinner students who worked in the movie industry and demonstrated "instinctive drift" in a variety of animals they trained, including raccoons Founded Animal Behavior Enterprises in 1943 which they used to train animals for Hollywood films Korsakoff's Disease A chronic memory disorder causes by a severe lack of vitamin B due to excessive drinking 38. K.W Spence Proposed the Spence model of discrimination learning 39. Law of Effect Proposed by Thorndike If a response in the presence of a stimulus (S) is followed by a satisfying event, the association between the stimulus and the response (R) will be strengthened. • The reinforcement causes the learning! • Example: If, in the puzzle box (S), the cat pushes a lever (R) and then gets food (a satisfying event), the cat will learn to make the response (R) whenever it is in the puzzle box (S), that is, the S-R association is strengthened. o This is a positive relationship AKA positive reinforcement • Random emitted behavior is strengthened or weakened by its consequences • Consequences: satisfying versus annoying events • Training rats to go into a certain color box in order to earn a reward. • The interval is 1 minute between the color box and receiving the reward • The minute interval is too long for the rats to learn to go into a certain color box • How can we make the rats learn? o Marking the correct behavior • If the rats go into the correct box, they are picked out of the box (the mark) and put into the delay box o This makes the minute interval irrelevant to learning now • This means you can have a long delay interval for reinforcement if there is something to mark the correct behavior o Marking forms the connection They worked with Skinner on the WWII Pigeon Guided Bombs 37. When exposure to inescapable and unavoidable aversive stimulation reduces motivation to respond and disrupts subsequent instrumental conditioning because participants learn that their behavior does not effect the outcome. 43. Mark Bouton Discovered renewal and reinstatement 44. Marking Preliminary stage to the instrumental conditioning process. Pairing the stimulus to reinforcer so the participant learns to go to the reinforcer when it is presented. ex.) pairing the sound of food delivery to food so an animals knows to go to the food bowl when they are to receive the reinforcer. 45. Martin E.P Seligman Studied "learned helplessness" in dogs 46. The Misbehavior of Animals Keller and Maria Breland wrote this -Described the things you could not do with animals because they would not work -A slap to Skinner because they were his students and he came out with a book beforehand called "The Behavior of Animals" 47. Negative Law of Effect Proposed by Thorndike • If a response in the presence of a stimulus (S) is followed by an annoying event, the association between the stimulus and the response (R) will be weakened. • Example: If, in the puzzle box (S), the cat pushes a lever (R) and then gets a shock (an annoying event), the cat will learn to withhold the response (R) whenever it is in the puzzle box (S), that is, the S-R association is weakened o This is a negative relationship AKA positive punishment! 48. Negative Punishment 51. Positive Reinforcement An instrumental conditioning procedure in which there is a positive contingency between the instrumental response and an appetitive stimulus or reinforcer. -If the participants performs the response, it receives the reinforcer if it does not, it will not get the reinforcer (the appetitive stimulus) 52. PostReinforcement Pause The pause after the reinforcement is delivered and before the beginning of the next "run" phase. This pause is longer if the anticipated work load is large 53. Progressive Ratio Schedules A schedule made up of a series of increasing fixed ratios. An example PR schedule: FR1, FR2, FR4, FR6, FR9, FR12, FR15, FR20, FR25, etc. PR schedules can test the limits of the reinforcing properties of the reinforcer (i.e., how hard an animal will work for a given reinforcer). Also known as Omission Training, Time Out, and Differential Reinforcement of Other Behavior (DRO) An instrumental conditioning procedure in which a positive reinforcer is periodically delivered when the target response is not performed. 54. Punishment An instrumental conditioning procedure in which there is a positive contingency between the instrumental response and an aversive response. -Prevents the subject from performing the target response. 49. Negative Reinforcement ex.) a shock 50. Partial Reinforcement If the participant performs the instrumental response, it receives the aversive stimulus, if the participant does not perform the instrumental response, they will not get the aversive stimulus. An instrumental conditioning procedure in which there is a negative contingency between the response and the aversive stimulus (or reinforcer). -If the response is performed, the aversive stimulus is cancelled, however if the response is not performed it will get the aversive stimulus. A schedule of reinforcement in which only some of the occurrences of the instrumental response are reinforced. The response is only reinforced occasionally, or intermittently. Also known as positive punishment 55. Puzzle Box Experiment Edward Thorndike created puzzle boxes with slats and placed cats inside of them -he then placed a bowl of cat food on top of the box -the cats would grow hungry and try and fit their paws in between the slats to try and get the food but they could not reach -eventually the cats would habituate and they would forget -cats would begin to explore -would accidentally pull the pulley/lever, etc. and become free -cats would dishabituate and go get the food -Thorndike was looking to investigate higher level cognition -Cats would not always realize they had to pull the lever 56. Ratio Strain When the amount of work is too much for the small amount of reinforcement the animal receives. Animal may pause before completing the whole response. 57. Reinstatement Reinstatement is different from spontaneous recovery because reinstatement is when you are triggered by a US versus spontaneous recovery which is when you go a period of time without receiving the stimulus then you get it and you exhibit the response again. Reinstatement: recovery of excitatory responding to an extinguished stimulus produced by exposure to the US 58. Renewal ... 59. Response Rate Indicated by the slope The slope of the cumulative record indicates the response rate measured as responses per unit time (e.g., responses per second) Response rate is a sensitive measure of conditioning 60. Satisfiers 65. 66. Stimulus Discrimination Stimulus discrimination is differential responding between two or more stimuli. Discrimination learning speeds up learning! 67. Stimulus generalization and the stimulus generalization gradient The more you differ from the trained stimulus, the fewer responses you get. Trial-and-Error Learning As it implies, it is trial and error. The cats in the puzzle box experiment do not always get the behavior correctly. 68. These are pleasurable. These lead to stronger responses when paired with a stimulus. Schedules of Reinforcement A rule that determines when reinforcement will be delivered 62. Shaping (Skinner) A complex behavior can be "shaped" with a series of changing contingencies called a program Each stage evokes a response and also prepares the organism to respond at a later stage. - Response "chaining 64. Spence Model of Discrimination Learning Can only memorize stimuli -cannot learn abstract rules such as relational learning -animals that fall under this are pigeons Steep Gradient When the animal learns to respond to the stimulus they are trained to and the ones VERY similar to it. The more a probe differed from the training stimulus, the fewer the responses In reference to the Guttman and Kalish experiment with the pigeons and color gradient. One of the two ways you could learn according to Thorndike 69. 61. Responding may come under the control of the stimuli that are present when the response is reinforced. The association between the stimulus and the response is strengthened by the reinforcer. Stimulus control is demonstrated by stimulus discrimination rather than stimulus generalization. In emitted behavior! 63. Stimulus Control Variable Interval The first correct response after a set amount of time has passed is reinforced, but the time period changes constantly. After the reinforcement, a new time period (shorter or longer) is set with the average equaling a specific number over a set of trials. Example: checking social media versus checking your email. If you get more social media notifications, then you will check it more often than the email. 70. Variable Ratio A reinforcement is given after a set number of correct responses. After reinforcement is administered, the set number of correct responses for future reinforcement changes again. This is best for MAINTAINING behavior! ex.) gambling 71. What causes the post-reinforcement pause, ratio strain, and break point observed in fixed ratio schedules? Procrastination 72. What disease did we discuss in class that has been studied using one of these schedules? Alcoholic Korsakoff's disease 73. What effect does positive punishment have on behavior? What effect does "negative punishment" have on behavior? What's another everyday name for "negative punishment"? [Hint: They are both forms of punishment, so they both cause what effect on behavior...?] They weaken a behavior What effect does positive reinforcement have on behavior? What effect does negative reinforcement have on behavior? [Hint: They are both forms of reinforcement, so they both cause what effect on behavior...?] They both strengthen a behavior 74. Other names for Negative Punishment is 1. Omission Training 2. Time Out 3. DRO 75. What is peak shift? The peak of the generalization gradient appears to shift. The observed response is the sum of these gradients. (yellow) 76. What is "relational learning"? It's learning a general rule or relationship between multiple stimuli instead of memorizing what to do for each specific stimulus. -primates and rats do this! 77. What is shaping? The formation of a behavior through reinforcement and "chaining" Chaining is gradually connecting multiple behaviors together to create a "chain" 78. What is the difference between appetitive and aversive stimuli? Appetitive is satisfying and aversive is annoying 79. What is the difference between discrete-trial and free-operant procedures? Discrete trials have a fixed number of time to complete the trial What is the difference between Elicited and Emitted behavior? Elicited is drawn out by a known stimulus (a US or CS) What is the relationship of the steepness of the stimulus generalization gradient and stimulus control? The more training occurs, the steeper the generalization gradient. aka the more the animal learns a stimulus, the less they will react to a stimulus that isn't the trained one. 80. 81. In Free operant, there is no time constraint and the experimenter does not intervene Emitted comes from within, you cannot tell what the stimulus is that is causing the behavior 82. What schedules require especially good response timing? FI and DRL schedules 83. When you consider the experiment of Lieberman et al. (1979), why do you think a longer delay of reward causes poorer learning? With longer delays, it's hard to identify the contingency between behavior and the outcome. 84. WWII: "Project Pigeon" and Pigeon-Guided Bombs Skinner trained pigeons to peck at a video image to hold a missile onto a target. • Tried to use pigeons as a guidance system for the bombs. • Put pigeons in a machine and the screens were connected to a camera that looked forward and if a pigeon saw a target, they would peck at it which would direct the fin of the drone. • It worked.
