REINFORCEMENTREINFORCEMENT

By : Noor Alfu LailaBy : Noor Alfu Laila

NIM 07712259051NIM 07712259051 SKINNERSKINNER

SKINNERS THEORYSKINNERS THEORY

REINFORCEMENT SCHEDULE REINFORCEMENT SCHEDULE • Continues Continues

reinforcementreinforcement

- penguatan atas - penguatan atas setiap respon yang setiap respon yang tepattepat

• Informittent Informittent Reinforcement Reinforcement

- Proporsi tertentu - Proporsi tertentu (ratio schedule)(ratio schedule)

- waktu-waktu tertentu - waktu-waktu tertentu (interval schedule)(interval schedule)

Every correctRespon is reinforced

For example,Everage oftone

out of every correct

Respon is rewarded an

random

For example,Every fifth

correct respon is reinforced

For example, the first correct response is

rewarded 15sd time lapse

For example,Reinforcement follow a correct

Response an average of once

every 15 scnd but at unpredictable

times

For example,Reinforcement

occurs after every 30 scnd time

lapse no matter what the

organism is doing

This gets complicated

A.Continuous

B. Intermittent (Partial) Ratio Interval Superstitious Combined

Fixed

Random(Variable)

Figure 4.10. Schedules of reinforcement each type of reinforcement tends to generate its own characteristic

Pattern of response.

Ratio ReinforcementRatio Reinforcement

EFFECTS OF VARIOUS SCHEDULEEFFECTS OF VARIOUS SCHEDULE• The effects of Schedules The effects of Schedules

on Rate of Learningon Rate of Learning

yyoung children requires far oung children requires far more reinforcement than does more reinforcement than does later learning.later learning.

• The effects of Schedules The effects of Schedules on Rate of Extinctionon Rate of Extinction

EExtinction requires that the xtinction requires that the teacher take active steps to teacher take active steps to withholdwithhold

reinforcement or to prevent it reinforcement or to prevent it from occuring.from occuring.

• The effects of Schedules The effects of Schedules on Rate of Respondingon Rate of Responding

A A function of the schedule used.function of the schedule used.

Shaping Through Operant ConditioningShaping Through Operant Conditioning

- Shaping : a technique - Shaping : a technique whereby animals and whereby animals and people are taught to people are taught to perform complex behaviors perform complex behaviors that were not previously in that were not previously in their reportaires their reportaires (differential reinforcement). (differential reinforcement).

- Shaping involves reinforcing - Shaping involves reinforcing the animal for every the animal for every behavior that brings it behavior that brings it slightly closer to desired slightly closer to desired behavior. behavior.

Ex: teaching the cow to pick Ex: teaching the cow to pick the stick the stick

Generalization & Generalization & DiscriminationDiscrimination

• Generalization : Generalization : Tansferring a response Tansferring a response from one situation to from one situation to another similar situation.another similar situation.

• Discrimination : Discrimination : Processes involved in Processes involved in learning that certain learning that certain responses are responses are appropriate in specific appropriate in specific situations but situations but inappropiate in specific inappropiate in specific situationsituation,,

Pertanyaan kunci :Pertanyaan kunci :

• Apa Apa perbedaan perbedaan anantara negatif tara negatif reinforcementreinforcement & punishment ?& punishment ?

• Mengapa schedule ‘reinforcement’ jadi Mengapa schedule ‘reinforcement’ jadi penting dalam kelas ?penting dalam kelas ?

• Apa saja proses dan pengaruh – Apa saja proses dan pengaruh – pengaruh belajar melalui imitasi?pengaruh belajar melalui imitasi?

BANDURA’S SOCIAL COGNITIVE BANDURA’S SOCIAL COGNITIVE THEORYTHEORY

• It attempts to explain It attempts to explain human social human social learning through learning through imitation, using imitation, using principles of operant principles of operant conditioning while conditioning while recognizing the recognizing the

importanceimportance of of intellectual activities.intellectual activities.

Bandura’s theory can be Bandura’s theory can be summerized :summerized :

• Much human learning is a function of Much human learning is a function of observing and initating the behaviorsof observing and initating the behaviorsof others or of symbolic models..others or of symbolic models..

• When imitating behaviors result is When imitating behaviors result is positive contigencies or in the removal positive contigencies or in the removal or prevention of aversive or prevention of aversive contingencies, they become more contingencies, they become more probable (Masia & Chase, 1997)probable (Masia & Chase, 1997)