respondent conditioning week 7. respondent conditioning do not say classical conditioning -...
TRANSCRIPT
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Respondent Conditioning
Week 7
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Respondent Conditioning
Do not say Classical Conditioning- Eliciting not evoking behavior- Automatic Physiological responses not
controlled free willed or operant responses
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General
• Pavlov: Russian Physiologist
US URUS + CS CRCS CR
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Examples
Example 1: Salivating Dogs and BellsExample 2: Little Albert & White RatsExample 3: Chemo Therapy & Favorite foodsExample 4: Mammalary Effusion: Leaking BreastsExample 5: Phobias Example 6: BedwettingExample 7: Aversion Therapy
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Factors That influence Respondent Conditioning
• Number of pairings• inter-stimulus interval: .5 sec• Continuous Pairing > Intermittent Pairing• Intense Stimuli (CS US)
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Respondent Extinction
• Stop pairing the CS with the UCS
Q. How is this different than escape extinction?
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Compound Stimulus
• Two stimuli together is your CS
• Generalized Conditioning– Second order conditioning, third order and so on– Generally it gets weaker and easier to extinguish
• √ Difficult due to respondent extinction
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Drug Overdoses
• Generally due to taking too much poison. • Novel environments play major role– Drugs not only produce a high, but also counter
effects to reduce the high.– The drug, Room, Needle Prick– Thought? Coke Classic vs. Caffeine Free Coke
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Operant-Respondent Interactions
• Emotions: Rewards and Punishers are associated with internal events
• Thinking: Words are associated with senses
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Systematic Self-Desenstization
• Construct a Fear Hierarchy (0-100; least to most fearful)- SUD : Subjective Unit of Discomfort
• Deep Muscle Relaxation:• Implement Program
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Flooding
• Putting person in fearful situation with positive outcome.
• Not allowing the CS to be paired with UCS• Not recommended
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Punishment: Part 1
Week 7: Decreasing Behavior
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General Definitional Components
• Immediate (Application or removal of stimulus)
• Contingent – must follow behavior• Decreases behavior
SDp
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Type I Punishment: Stimulus Presentation(Positive Punishment)
1. Reprimand2. Spanking3. Response Blocking??4. Contingent Exercise5. Overcorrection: Restitution & Positive Practice6. Electric Stimulation
Remember: If it does not decrease behavior it is not punishment.
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Example: Type I Punishment
Before Behavior AfterNo aversive You engage in Aversive conditionCondition target behavior presented.
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Example: Type I Punishment
Before Behavior After
No burn on hand You touch hot stove Burn on hand
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Your Turn
• Come up with an example of how your behavior has been punished (application style) and share with your peers.
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BEHAVIORAL CONTINGENCY TABLE (DRAFT 2)
Change in Behavior Present Stimulus Remove Stimulus
Behavior Increases Positive Reinforcement(S+R)
Negative Reinforcement (S-R) (Escape/Avoidance)
Behavior DecreasesType I Punishment
(S+P)(Aversive Stimulus)
?
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Type II Punishment: Stimulus Removal (Negative Punishment - Penalty)
1. Response Cost: Bonus, Use with R+2. Time-Out: Planned Ignoring, Time-Out
Ribbon (Talk about restitution and positive practice with time out)
Remember: It must decrease behavior or it is not punishment!
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Example: Type II punishment (Penalty)
Before Behavior After
You have You do something You looseSomething
something
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Example: Type II Punishment (Penalty)
Before Behavior AfterYou have $100 You get caught speeding you have
no $100
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Your Turn
• Come up with an example of how your behavior has been punished (Penalty style) and share with your peers.
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BEHAVIORAL CONTINGENCY TABLE (DRAFT 3)
Change in Behavior Present Stimulus Remove Stimulus
Behavior Increases Positive Reinforcement (S+R)
Negative Reinforcement(S-R) (Escape/Avoidance)
Behavior DecreasesType I Punishment
(S+P)(Aversive Stimulus)
Type II Punishment(S-P)
(Penalty)
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Major Pitfall Sick Social Cycle (Victim’s punishment Model)
Before Behavior AfterTeacher Ask Student Student Cusses Needs a reader
Student Student Asked No B%*$CH! Doesn’t to Read aloud Red aloud
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Unconditioned & Conditioned Punishers
• Unconditioned: Any unlearned stimulus that decreases behavior– Pain, odor, taste, physical restraint, extreme
muscular effort, light, sound, temprature• Conditioned: Any learned stimulus that
decreases behavior
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Factors that Influence Punishment Effectiveness
• Immediacy• Itnesity/Magnitude• Punishment Schedule• Reinforcement Schedule• DRA
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Possible Side Effects
• Emotional & Aggressive Reactions• Escape and Avoidance• Behavioral Contrast• Undesirable Modeling• Negative Reinforcement of the Punishing
Agent’s Behavior
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Guidelines For implementing Punishment
• Target Behavior must be operationally defined• Choose an alternate response to reinforce• Minimize the causes of the undesirable response• Use an effective punisher: not paired with R+ and is
available• Apply: Consistently and Immediately• Keep records and have someone else help you
monitor!• State the Rules to the individual
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When should punishment be used?
• The person’s behavior should be a danger to himself or others.
• Use only after trying reinforcing procedures• Social Validity/Informed Consent• Reliability of Measurement:
Helper/supervisor• Do not use punishment as a means to show
superiority