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Bolt 7/E EPIR07.1-36B M O Operant Conditioning 19 D U L E OUTLINE OF RESOURCES I. Introduction Classroom Exercise: Defining Learning (p. 2) Video: Discovering Psychology, Updated Edition: Learning (p. 2) II. Skinner’s Experiments Lecture/Discussion Topics: Dolphins Clear Mines in Persian Gulf (p. 3) NEW Examples of Negative Reinforcement (p. 3) Physical Punishment (p. 5) NEW The Self-Injurious Behavior Inhibiting System (p. 6) UPDATED Classroom Exercises: Consideration of Future Consequences Scale (p. 4) Partial Reinforcement Schedules (p. 4) Negative Reinforcement Versus Punishment (p. 4) The Sensitivity to Punishment and Sensitivity to Reward Questionnaire (p. 5) NEW Classroom Exercise/Student Project: A Build-It-Yourself Skinner Box (p. 2) Videos: Digital Media Archive, 1st ed.: Psychology, Video Clip 8: Thorndike’s Puzzle Box* Psychology: The Human Experience, Module 11: Operant Conditioning* Digital Media Archive, 1st ed.: Psychology, Video Clip 9: B. F. Skinner Interview* Moving Images: Exploring Psychology Through Film, Program 3: Brain and Behavior: A Contemporary Phineas Gage* (see also Module 4) NEW PsychSim 5: Operant Conditioning (p. 3) ActivePsych: Digital Media Archive, 2nd ed.: The Research of Carolyn Rovee-Collier: Learning and Memory in Preverbal Infants* NEW III. Extending Skinner’s Understanding Lecture/Discussion Topics: The Overjustification Effect (p. 7) UPDATED Mindful Learning (p. 9) Classroom Exercise: The Work Preference Inventory (p. 9) Videos: Psychology: The Human Experience, Module 12: Cognitive Processes in Learning* Digital Media Archive, 1st ed.: Psychology, Video Clip 10: Cognitive Maps* PsychSim 5: Maze Learning (p. 7) *Video titles followed by an asterisk are not repeated within the core resource module. They are listed, with running times, in the Preface of these resources and described in detail in their Faculty Guides, which are available at www.worthpublishers.com/mediaroom. 1 2 Module 19 Operant Conditioning IV. Skinner’s Legacy Lecture/Discussion Topics: Skinner’s Last Days (p. 10) NEW Beyond Freedom and Dignity (p. 11) Transforming Couch Potatoes With Operant Conditioning (p. 11) Remote-Controlled Rats (p. 11) Superstitious Behavior (p. 13) Walden Two and the Twin Oaks Community (p. 13) UPDATED Classroom Exercises: A Token Economy (p. 12) NEW Assessing Self-Reinforcement (p. 14) Student Project: Modifying an Existing Behavior (p. 14) Student Project/Classroom Exercise: Conditioning the Instructor’s Behavior (p. 12) V. Contrasting Classical and Operant Conditioning MODULE OBJECTIVES After completing their study of this module, students should be able to: 1. Identify the two major characteristics that distinguish classical conditioning from operant conditioning. 2. Describe the process of operant conditioning, including the shaping procedure. 3. Identify the different types of reinforcers, and describe the major schedules of partial reinforcement. 4. Discuss how punishment and negative reinforcement differ, and list some drawbacks of punishment as a behavior-control technique. 5. Explain the importance of cognitive processes and biological predispositions in operant conditioning. 6. Describe the controversy over Skinner’s views of human behavior, and identify some ways to apply operant con- ditioning principles at school, at work, and at home. 7. Identify the major similarities and differences between classical and operant conditioning. MODULE OUTLINE rewards over smaller, more immediate rewards. The program shows how operant conditioning has important I. Introduction (p. 246) applications to schools, businesses, and clinics. For example, it describes how reinforcement is used to train Classroom Exercise: Defining Learning dogs to assist in the care of disabled persons and how This exercise was described in Module 18. If you did clinicians use behavior therapy to treat learned helpless- not discuss that module, you might want to use this ness and agoraphobia. The behavioral perspective is exercise now. highlighted throughout. Observational learning is not covered. The entire Discovering Psychology series of 26 Video: Discovering Psychology, Updated Edition: half-hour programs is available for $389. Some video Learning (Annenberg/CPB Project, 30 minutes) programs can also be purchased individually. To order, This program closely parallels the content and organiza- or simply for more information regarding individual tion of Modules 18 and 19. If you showed only part of programs, call 1-800-LEARNER. it with your discussion of Module 18, you might want to show the rest now. It introduces learning as the way in which we profit from experience. High points of the II. Skinner’s Experiments (pp. 246–252) program include original footage of studies by Pavlov Classroom Exercise/Student Project: A Build-It-Yourself and Watson; Thorndike’s instrumental conditioning Skinner Box studies, which show how the trial-and-error behavior Commercial Skinner Boxes are expensive. Paul used in solving problems comes to be shaped by its Brandon and Kenneth Steele explain how you or your consequences; and Skinner’s explanation of how behav- students can build your own, using a styrofoam picnic ior is best understood in terms of the principles of rein- chest. forcement. Howard Rachlin extends the operant condi- Begin by drilling a hole in one end near the bottom tioning model to an understanding of self-control. Good of the chest to insert an eyedropper for delivering rein- health is often a matter of choosing larger, delayed forcement (for a rat, sweetened water or milk works). Module 19 Operant Conditioning 3 Near the eye dropper hole, cut an oblong slot (drilling Persian Gulf, a Navy handler in an inflatable boat sig- two or three holes will do it) to insert a wooden dowel nals the dolphin to dive. The dolphin then begins using that will serve as the response lever. Drill a hole its echolocating sonar to search for mines and, on locat- through the middle of the dowel large enough for a nail ing one, returns to the boat and touches a rubber disc at to fit through as a pivot. Rub the nail across a piece of the bow. The handler places a nose cup that is attached soap so it slides and pivots more easily. Now insert the to a plastic cylinder over the dolphin’s snout. The dol- nail in the dowel and put the dowel through the oblong phin swims to the mine and removes the nose cup, slot (nail pivot should be on the outside of the chest). which is spring-loaded. The cylinder opens, an anchor Duct tape the arrangement in place for your response falls to the bottom, and a float attached to a rope rises lever. Also duct tape some weights (pennies will do) to to the surface, marking the location of the mine. Navy the outside end of the dowel so the inside lever stays divers then retrieve it. The dolphins are trained to avoid upright. You may want to pair the presentation of the touching the mines. reinforcer with some sort of clicker. You can shape Although animal rights groups have criticized the many responses with this type of arrangement. For Navy’s use of dolphins since its Marine Mammal example, in addition to bar pressing, the rat can be Program began with a single female Pacific white-sided shaped to hold down the lever for a specified period of dolphin, survival rates over the past decade have been time. 95–97 percent, higher than that of any other group holding captive dolphins, including academic centers Brandon, P. (2001, August 8). Skinner Box. Message posted to PsychTeacher discussion list, archived at and Sea World. http://list.kennesaw.edu/archives/psychteacher.html. Friend, T. (March 27, 2003). A wartime first: Dolphins Steele, K. M. (2001, August 8). Skinner Box. Message called to clear mines. USA Today, p. 8D. posted to PsychTeacher discussion list, archived at http://list.kennesaw.edu/archives/psychteacher.html. Lecture/Discussion Topic: Examples of Negative Reinforcement PsychSim 5: Operant Conditioning The difficult concept of negative reinforcement can Structured like the program on classical conditioning, probably be taught best with a series of relevant illustra- this begins by explaining and illustrating the basic ele- tions. In recognizing that examples of positive rein- ments of operant conditioning. It also points out the dif- forcement and punishment are easier to generate than ferences between classical and operant conditioning. those of negative reinforcement, Miguel Roig and Types of reinforcers are introduced and illustrated. In Carolyn Greco-Vigorito provide a catalog of the latter the concluding module, a rat presses a bar in order to to be used in introductory psychology. In introducing obtain drops of water. The student selects the schedule the examples that follow, you might first review the two of reinforcement; the rat’s response rate under each kinds of reinforcers. Positive reinforcers strengthen a schedule is shown on a comparative graph. This is best response by presenting a positive stimulus after a used after students understand reinforcement schedules. response. Negative reinforcers strengthen a response by reducing or removing an aversive (unpleasant) stimulus. Lecture/Discussion Topic: Dolphins Clear Mines in Then, as you go through the list, ask students to identify Persian Gulf the aversive stimulus and the behavior being strength- The text includes a picture of a Gambian giant pouched ened by its removal. rat sniffing out land mines in Mozambique. In class lec- 1. Taking aspirin to relieve a headache. ture, note that the U.S. Navy has similarly deployed dol- 2. Hurrying home in the winter to get out of the cold. phins (called “marine mammal systems”) to hunt down 3. Giving in to an argument or to a dog’s begging. mines in the Persian Gulf. Such mine clearance has 4. Fanning oneself to escape the heat. been necessary to ensure the safety of U.S. ships. 5. Leaving a movie theater if the movie is bad. Apparently, the Navy has employed as many as 75 dol- 6. Smoking in order to relieve anxiety. phins in the Marine Mammal Program since it began in 7.
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