Assignment #2
-
Upload
dean-richard -
Category
Documents
-
view
19 -
download
0
description
Transcript of Assignment #2
![Page 1: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/1.jpg)
Assignment #2Topics (Choose ONE):
Different sports have different techniques for deterring unwanted behaviour (e.g. penalty box in hockey, yardage penalties in football). Discuss sports penalties in terms of the four operant contingencies. You can pick your favourite sport or compare across several.
Discuss Gallup’s self recognition task. What are the procedures, who has been used as subjects and what does this say about self-awareness?
Pick an event that often evokes superstitious behaviour (e.g. gambling, sports, exams). Explain where the behaviour comes from.
1
![Page 2: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/2.jpg)
Operant Applications
2
![Page 3: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/3.jpg)
OverviewAnimal Care & TrainingSelf-AwarenessSelf-ControlVerbal BehaviourInsightCreativitySuperstitionDelusions & Hallucinations
3
![Page 4: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/4.jpg)
4
![Page 5: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/5.jpg)
Veterinary CareLarge animals, carnivores, stress-
susceptibleShapingChange behaviour patternsPositive reinforcement rather than
punishment
5
![Page 6: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/6.jpg)
6
![Page 7: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/7.jpg)
Observing the WorldSocial animalsUnderstanding another’s behaviour beneficialReinforcement through watching othersObservation of self; own behaviour
7
![Page 8: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/8.jpg)
Gallup’s Mirror Self-Recognition TaskAllow chimp time to learn about mirrorStagesTranquilize chimp and paint dot on headSee if chimp notices changed appearanceMental self-imageUsed with children
8
![Page 9: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/9.jpg)
Epstein’s pigeonsTrained to peck a blue dotExperience with mirrorBlue dot on pigeon under bibPeck at bib
Other animalsElephants, dolphins, children
9
![Page 10: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/10.jpg)
Shaping of Self-Observation?SkinnerKinds of questions we ask children reinforces
self-observatione.g., “are you hungry?” “what are you
doing?”Accurate response likely results in some
form of desired outcome (i.e., reinforcement of behaviour)
10
![Page 11: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/11.jpg)
11
![Page 12: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/12.jpg)
Self-ControlChoiceForgoing a small, immediate reinforcer for
large, delayed reinforcerHumans, non-humansCircular explanation (will power)
12
![Page 13: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/13.jpg)
TechniquesPhysical restraintDistancingDistractionDeprivation & SatiationAssistanceBehaviour monitoring
13
![Page 14: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/14.jpg)
Physical RestraintPhysically prevent behaviour from occurringe.g., lock liquor cabinete.g., cut up credit cards
14
![Page 15: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/15.jpg)
DistancingBehaviour more likely to occur in specific
environmentAvoid environment to assist self-controle.g., smokers who want to quit should avoid
places where smokers frequent
15
![Page 16: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/16.jpg)
DistractionEngage in behaviour incompatible with
undesired behavioure.g., want a snack, go for a walk
16
![Page 17: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/17.jpg)
Deprivation and SatiationTo avoid excessese.g., to avoid overeating at party, eat small
meal earlierPartial satiation
17
![Page 18: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/18.jpg)
AssistanceInform others of your goalsGet helpChanges the environmente.g., friends may be “enablers”
18
![Page 19: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/19.jpg)
Behavioural MonitoringKeep track of your own behaviourNotebook, graphs, etc.Visible indicators
Dieters in room with candy bowl; those who had to leave wrappers on table ate fewer pieces than those who could put wrappers in garbage
19
![Page 20: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/20.jpg)
20
![Page 21: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/21.jpg)
Skinner (1957)Verbal BehaviorSuggests ideas not encoded into words by
speaker and decoded by listenerWords are behavioursFunctional relationship between a word
and an outcome (i.e., reinforcement or punishment)
Social consequences provide shaping and maintenance of language
21
![Page 22: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/22.jpg)
Early Shaping of WordsBabies babbleParents reinforce certain sounds with
attention, etc.Increases frequency of these soundsGradually, reinforcement for more complex
vocalizations only
22
![Page 23: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/23.jpg)
Shaping Language?Greenspoon (1955)
Reinforced or punished plural nouns in subjects’ lists of words
problemVerplanck (1955)
Reinforced or didn’t reinforce subjects’ use of opinion statements
Quay (1959)Reinforced statements about family membersPsycho-therapy?
23
![Page 24: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/24.jpg)
ComplexLife-long reinforcement (and punishment)
historyMuch vocal reinforcement without conscious
knowledgeReinforcing lies
24
![Page 25: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/25.jpg)
25
![Page 26: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/26.jpg)
Problem SolvingTrial and error, accidental successInsight = Sudden solution
“think things through”Skip intermediate steps
26
![Page 27: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/27.jpg)
Suspended fruit taskKohler Sultan
Pushed box under bananaEpstein (1984) pigeons
Suggested insight could be due to reinforcement history
27
Can’t reach!
![Page 28: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/28.jpg)
28
![Page 29: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/29.jpg)
Can Creativity be Shaped?Novelty, original behaviourProvide reinforcement only for novel
behaviourcreativity
Pryor’s (1969) work with porpoises and pigeons
Various studies with children
29
![Page 30: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/30.jpg)
Rewards and CreativitySome studies suggest rewards reduce
creativityReward for task or no reward for taskFind more creative responses in non-
rewarded groupBut, typically it is not creativity that is
rewarded, but task completionSociety and status quoPeer pressure; what is “normal”?Failure
30
![Page 31: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/31.jpg)
31
![Page 32: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/32.jpg)
Accidental ConditioningB.F. Skinner (1948)PigeonsGrain every 15 secondsDevelopment of behavioursAccidental strengthening
32
![Page 33: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/33.jpg)
HumansBruner & Revusky (1961)
Teenagers and 4 buttons; only button 3 gave reinforcement on FI schedule
Wagner & Morris (1987)Children and clown doll giving marbles
Ono (1987)University students and levers; told to gain
as many points as possible, but points just given periodically
33
![Page 34: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/34.jpg)
Timing?Staddon & Simmelhag (1971)Interim and terminal behaviours
34
![Page 35: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/35.jpg)
35
![Page 36: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/36.jpg)
Attention SeekingNot always a biological rootPatientsDelusions provide attention from staffSocial reinforcement“Weird” behaviours might be shapedStop reinforcement to reduce behaviour
Maintenance of behaviour (“catch on”)
36
![Page 37: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/37.jpg)
37
![Page 38: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/38.jpg)
Self-InjuriesPunishment often effective for suppressionLovaas & Simmons (1969)
Boy making 30 hits per minuteFour behaviour-contingent electric shocks to
legSelf-injurious behaviour stopped
38
![Page 39: Assignment #2](https://reader038.fdocuments.us/reader038/viewer/2022102909/5681324a550346895d98bf8d/html5/thumbnails/39.jpg)
EscapeWolf (1967)
Injurious behaviour increased when teacher asked boy questions
Injurious behaviour dropped when teacher stopped asking questions
Negative reinforcementLack of demands
Use of DRI to reduce SI behaviour
39