EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 1Operant ConditioningEDS 248Stephen E. Brock, Ph.D.,NCSPClassical vs. Operant ConditioningOperant conditioning (R  SRF)•A voluntary response (R) is followed by a reinforcing stimulus (SRF)•As a result, the response is more likely to be displayed.•A reinforcer is ANY stimulus that increases the frequency of a behavior.•To be a reinforcer stimuli must immediately follow the response and must be perceived as contingent upon the response.Classical conditioning (S  R)•An involuntary response (UCR) is preceded by a stimuli (UCS), or•A stimulus (UCS) automatically triggers an involuntary response (UCR).•A neutral stimulus (NS) associated with UCS automatically triggers a conditioned response.•The NS becomes a conditioned stimulus (CS).Classical vs. Operant ConditioningResponse(preceded by)StimulusStimulusRFResponse(followed by)EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 2Independent Study Activity A teacher reported that she had been giving her students points on the chalkboard whenever their group was the most quiet and attentive. Eventually, her students learned to become quiet and attentive whenever the teacher approached the chalkboard. What type of conditioning is at work here? What is the role of the teacher by the chalkboard?Independent Study Activity Even though there is a S  R connection between the teacher standing by the chalkboard and students becoming quiet and attentive, this stimulus is an antecedent (or discriminative) stimulus (not a CS).  This S  R connection is an example of stimulus control in operant conditioning.  In operant conditioning, the antecedent stimulus does not directly elicit the response, as it does in classical conditioning. Instead, the stimulus sets the occasion for a response to be reinforced. When an antecedent stimulus influences the likelihood that a response will occur, we call that stimulus a discriminative stimulus ... and say that the response is under stimulus control (Ormrod, 1999, pp. 56-57, emphasis added). Independent Study Activity The teacher by the chalkboard does not directly elicit an involuntary response.  Rather, a voluntary response (being quite and attentive) is strengthened by a reinforcing stimulus.  The teacher by the chalkboard (S+) is a cue, a signal, or a signpost telling students that if they behave (R) in a certain way, a specific consequence is likely to follow (SRF).  [ (S+) R  SRF]Discriminative Stimulus (S+) Response (R) Reinforcing Stimulus (SRF)Antecedent Behavior Consequence Teacher by the chalkboard Being quiet and attentive Points on chalkboardEDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 3Independent Study Activity Teacher by the chalkboard is an antecedent telling students if they are quiet and attentive there is a probability that theywill earn points on board.  This type of stimulus is a cue or a reminder, not an (or involuntary) automatic trigger.  Also, note that similar stimuli (e.g., teacher standing anywhere in the classroom) may also cue (S+) behavior (R).  This is known as stimulus generalization. The more similar the stimulus is (e.g., teacher standing close to the chalkboard vs. standing away from the chalkboard or sitting at her desk) the more likely it is to generalize (generalization gradient). Independent Study Activity Conversely, students can learn that a certain response may be reinforced in one situation (S+), but not in another (S-).  For example, students may learn that they only are reinforced (R) when the teacher is out of her seat (S+) and not when she is sitting at her desk (S-). In other words, in the presence of certain stimuli (S-, teacher at desk), the behavior is not reinforced. This is known as stimulus discrimination: [(S-) R (nothing)].Independent Study Activity However, classical conditioning may be playing a role here.  The teacher by the chalkboard, because of its association with a reward, may begin to elicit a conditioned response (a happy feeling).  This "feeling" may help to remind children to behave in a certain way.  It may help to make the antecedent a more powerful (or automatic) behavioral cue.EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 4Independent Study ActivityStimulus Response Stimulus Response Antecedent Behavior Consequence Teacher by the chalkboard Being quiet and attentive Reward Pleasure NS  UCS  UCR   CS   CR Behavioral Explanations for PTSDSymptomsType ofReaction Re-experience Avoidance and Numbing Increased ArousalSomatic • Reactivity to reminders(e.g., sweating, rapid heartbeat, nausea, dizziness, drymouth, difficulty breathing)• Sensory numbing • Abdominal distress• Hot flashes or chills• Frequent urination• Trouble swallowingBehavioral • Insomnia• Increased activity• Aggression• Act as if trauma wererecurring• Avoidance of traumareminders (e.g., activities,locations, conversations,people, things)• Decrease interest insignificant activities• social withdrawal• Insomnia• Exaggerated startleCognitive • Intrusive recall• Flashbacks• Trauma nightmares.• Amnesia • Poor concentration• HypervigilanceEmotional • Psychological distress withexposure to reminders (e.g.,anxiety, anger, guilt, shame,hopelessness)• Emotional numbing • Irritability• Outburst of angerBehavioral Explanations for PTSDacute distresse.g., a settingCR=NS>CSacute distressa traumae.g., a settingUCR=UCS+NSRe-experiencingEDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 5Behavioral Explanations for PTSDNegative Reinforcement=Escape/AvoidanceReinforcing Stimuli=Voluntary ResponseAvoidanceacute distresse.g., a settingCR=NS>CSfight or flighta traumae.g., a settingUCR=UCS+NSArousalBasic Concepts in Operant ConditioningDesired frequency of a behavior at the end of a planned reinforcement.Terminal BehaviorNatural level of behavior. Individual “natural levels of behavior” are very different. Important to determine because (a) defines the need for intervention and (b) can be used to assess intervention effectiveness.Free Operant Level DefinitionConceptBasic Concepts in Operant ConditioningProcedure used when the free operant level of a behavior is very low (or absent). Involves reinforcing successive approximations of