Term
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Definition
All actions, thoughts, hopes, expectations, etc. are caused by mental processes
-all of your behavior occurs because of the state of the mind you were in |
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Term
| What are the 2 criticisms against Mentalism? |
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Definition
| 1. What about consequences? 2. Are the mind states observable? |
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Term
| What is Edward Thorndike's viewpoint on consequences? |
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Definition
| Serve to strengthen "BONDS" or associations b/t STIMULI & RESPONSES |
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Term
| What was Edward Thorndike the first psychologist to do? |
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Definition
| study how the consequences of action influences learning & voluntary behavior |
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Term
| What was Thorndike's method of inquiry? |
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Definition
| mazes w/ baby chickens & puzzle boxes w/ stray cats |
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Term
| What was Thorndike's purpose of the puzzle boxes? |
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Definition
| could the cats learn the correct response to escape confinement & retrieve food? |
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Term
| What were Thorndike's questions of research? (3) |
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Definition
| What proceses are involved in trial & error learning, are there any signs of insight, and why is performance non-linear? |
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Term
| What were Thorndike's 3 observations from the trials? |
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Definition
Trial 1: innate & learned responses to confinement
Trial 2-9: "stamping out" responses not associated with escape
Trial 10-23: "stamping in" responses that lead to food & escape |
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Term
| What was the main implication of the puzzle box experiment? |
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Definition
| Trial & error learning involves eliminating what does not work and incorporating what does work |
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Term
| What was the explanation to the nonlinear results? |
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Definition
| Since the cats were strays- they freaked out to being confined & didn't focus on learning until later on |
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Term
| How are the processes of stamping in & stamping out involved in learning? |
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Definition
| Experience new stimuli (cat being placed in box), understanding the relationships b/t the stimuli (loop attached to latch by lever) and form associations based upon the relationships (pulling the loop will release the latch to give the cats food) & aquiring new knowledge or responses to previously insignificant stimuli/modify old responses |
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Term
| What is Thorndike's Law of Effect? |
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Definition
1. Responses that lead to satisfaction will be strengthened & more firmly connected to a given event so that when the event recurs, the responses will be more likely to occur
2. responses preceding discomfort will have it's connections weakened with the event so they are less likely to be displayed |
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Term
| What are satisfiers and annoyers? |
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Definition
-Satisfying state of affairs=one which animal does nothing to avoid, often doing things to attain/preserve it
•By discomforting/annoying state of affairs=animal commonly avoids or abandons |
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Term
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Definition
| incorporating responses that lead to success |
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Term
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Definition
| They are stamping out responses that are ineffective to leading to the goal |
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Term
| What are the roles of satisfiers in "selecting" and "connecting? |
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Definition
The consequences/(SR) of an experience influence learning by: “selecting & connecting what”?
Reinforcers select responses and connect those responses to stimuli |
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Term
| What is Edwin Guntrie's viewpoint on consequences? |
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Definition
| Played a limited role in learning, may serve to preserve or protect STIMULUS-RESPONSE bonds that are forming |
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Term
| What is Gunthrie's viewpoint on learning (3) and the role of contiguity (1 of 3)? |
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Definition
1. all behavior cannot be explained by it's consequenes since several behaviors are not goal directed or purposeful
2. association by contiguity is the basis for most learning
3. we do what we did the last time we were in that situation |
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Term
| What are the procedures in the Guthrie's transparent puzzle box (3)? |
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Definition
1. used an entry box to insert cat into larger transparent puzzle box
2. front door remained open for first 3 trials, food available after exiting via front door
3. on remaining trials, cat could only escape by displacing pole which opened door |
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Term
| What are the findings in Gunthrie's experiment? |
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Definition
| After learning, an almost identical response was used to displace the pole on each trial |
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Term
| What were the conclusions in Gunthrie's expeirment? (2) |
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Definition
1. stimuli acting at the time of a response tend to evoke a response
2. the last response performed is the last response that is conditioned to a stimulus |
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Term
| What are the role of reinforcers in learning according to Gunthrie? |
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Definition
| The reinforcer end the sequence of responses leading up to it and leave the bavhior as the last thing that was done in that stimulus situation: RESPONSE PRESERVATION- no new associations formed |
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Term
| What is the Contrafreeloading effect? |
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Definition
1. Davidson: FR10 in Skinner Box, 8 days of free feeding, return to box w/ choice b/t free feeding & level pressing on FR10 schedule
2. kimble (1951): feeding wet mash 15-20 daily in feeding chamber until satiated, then remove for 1 minute & return rat to feeding chamber- will rat eat again? YES |
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Term
| What is the evidence which supports Gunthrie's Viewpoint? |
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Definition
| Experiment with the transparent puzzle box & contrafreeloading effect |
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Term
| What is B.F. Skinner's viewpoint on consequences? |
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Definition
| They selectively strengthen REPONSES that precede their delivery |
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Term
| What was Skinner's method of producing "superstitious behavior"? |
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Definition
1. drop food into chamber every 15 seconds
2. no specific response required for the reinforcer
3. what is the effect on behavior and the S-R-Reinforcer relationship? - the pigeons would continue to do wahtever they were doing when the food was dropped |
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Term
| What did the "superstitious experiment" imply for the law of effect? |
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Definition
| Skinner said that the stimulus is unnecessary. Any responses will keep occurring as long as it is rewarded/reinforced. |
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Term
| What were Skinner's modifications of the law of effect? |
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Definition
| He removed the stimulus from the "stimulus-response" learning |
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Term
| What were staddon & Simmelhag's criticism of the "Superstitious experiment"? (2) |
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Definition
1. SR or adjunctive behaviors
2. Interim & Terminal responses |
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Term
Adjunctive behaviors:
-what are they
-when are each more likely to be exhibited |
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Definition
Staddon and Simmelhag used the collective term “adjunctive“ to describe the behaviors observed in Skinner’s pigeons. This term is composed of 2 forms of behaviors, known as:
A) interim – what animal does to pass time, when Sr is far away
B) terminal- when Sr is expected to come |
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Term
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Definition
| selective reinforcement of successive approximations of a target behavior |
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Term
| What 2 methods/procedures are involved in shaping? |
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Definition
1. selective reinforcement of components of target behaviors/responses
2. extinction: gradual withholding of reinforcement for responses that were once reinforced |
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Term
| What were the findings from Hutt (1954)? |
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Definition
| Animals will work harder to get a small quantity of a high quality reward than they will to get larger amounts of a poor reward |
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Term
Hutt (1954):
Response strength is measured by? |
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Definition
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Term
Hutt (1954):
What is the important of quality vs. quantity in the delivery of primary reinforcers? |
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Definition
· Quality is the more important than quantity but that only applies to primary reinforcers
o Primary reinforcers – things you need to stay alive (food, water) |
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Term
Hutt (1954):
What characteristic is more important in the delivery of secondary reinforcers? |
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Definition
· For secondary/conditioned reinforcers, it’s the quantity that’s more important
o Secondary reinforcer – any stimuli that can lead to or produce a primary reinforcer (ex. Dollar bill: you care about getting more rather than how crisp it is) |
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Term
| What were the findings from Capaldi (1978)? |
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Definition
o Contiguity (rats don’t like being confined, so they stop running to avoid confinement)
• Running speeds decreases b/c no positive reinforcer |
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Term
Capaldi (1978):
Response strength is measured by? |
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Definition
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Term
Capaldi (1978):
Reasons why imposing a delay between the response & the (Sr) decreases motivation to respond? |
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Definition
The response of running is now associated with confinement in the 10 sec delay group
o What happens to the association b./t the response of running & Sr?
It is weakened because running becomes associated w/ being confined rather than being rewarded
• Running speeds decreases b/c no positive reinforcer |
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Term
Capaldi (1978):
How are the findings from Capaldi utilized in the business community? |
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Definition
· How are businesses affected by it?
o Restaurants give you a pager so there’s no delay
o There’s a bar in the front of restaurants |
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Term
| What were the findings from Crespi (1942)? |
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Definition
-the previous SR history influences the change in running speeds following the shift in SR amount
-When the amount of food shifted from small to large vs. large to small- the responses/speed increased/decreased (respectively) |
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Term
Crespi (1942):
Response strength is measured by? |
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Definition
| The vigor of their responses/speed of running |
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Term
Crespi (1942):
What is the concept of asymptote? |
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Definition
| maximum amount of responding that can occur in a given condition |
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Term
Crespi (1942):
What are the 2 theories to explain the increase of decrease in motivation following a shift in the quantity of Sr's? |
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Definition
-Contrast in perception of magnitude
-Emotional reactions (elation vs. frustration) |
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Term
| How does the contrast in perception of magnitude play a role in decreasing motivation? |
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Definition
| Contrast/difference in your perception of the magnitude of the changes in reinforcers |
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Term
| How does emotional reactions play a role in decreasing motivation? |
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Definition
· Emotional reactions (elation vs. frustration) become associated with reinforcer
o Animals that got 10 pellets that then got 1 show dissatisfaction by urinating/defecating
§ Running is associated with frustration so their speeds decrease
o Animals that got 1 that then got 10 jumped around=elation |
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Term
| What is the definition of instrumental learning? |
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Definition
| refers to conditions in which the organism’s responses are necessary for instrumental in bringing about some change in the environment |
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Term
| What is the definition of operant learning? |
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Definition
| the animal behavior brings about changes in the environment b/c it operates upon the environment |
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Term
| What is the type of procedure used in instrumental learning? Example? |
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Definition
Discrete trails—the response that the organism makes is specific for that particular trial
• Example: in the stray alley- the animal runs to the end, makes one response & experimenter is involved
o Once it makes that response—it gets taken out
o Therefore there is only one response, one trial to get it right |
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Term
| What is the type of procedure used in operant learning? |
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Definition
The pre-operant trials: the organism can operate in the environment and obtain as many reinforcers as possible
• There are no limitations
Free operant procedures: procedures that make use of lever pressing, key pecking, etc.
• Operant response can occur at any time
• Operant response can occur repeated for as long as subject remains in experimental chamber |
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Term
| What is the DV/measure of response strength in instrumental learning? |
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Definition
| look @ latency or # of incorrect responses |
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Term
| What is the DV/measure of response strength in operant learning? |
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Definition
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Term
| What is reinforcement contigency? |
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Definition
| Contingency is a rule that states that some event, B, will occur if and only if event, A, occurs |
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Term
| What are the rules for administering reinforcement? |
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Definition
-How to deliver (Fixed & Variable)
-Conditions in which a reinforcer will be given (Ratio & Interval) |
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Term
| What is a fixed ratio schedule? |
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Definition
| An identical rate after a given # of responses |
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Term
| What are the patterns of responding on a fixed ratio schedule? |
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Definition
| •Post reinforcement pause- work hard and then take a break |
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Term
| What are the 3 different viewpoints to explain post reinforcement pause? |
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Definition
1. fatigue
2. satiation
3. remaining responses |
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Term
| How do we identify a fixed ratio schedule on a graph? |
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Definition
• Look @ orientation of the lines- they are horizontal, the tic marks represent when a reinforcer is given
• They are in concert w/ the y axis—if they were in concert w/ the X-axis=then they would be in fixed interval (time) |
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Term
| What is a fixed interval schedule? |
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Definition
| The identical rate after a certain interval of time |
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Term
| What is the pattern of responding on a fixed interval schedule? |
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Definition
• Scalloped=when the time out period is almost over—the animal will increase its rate of response
o The animal knows that as the interval is almost over- you need to make a response
• Rate of response is steady |
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Term
| What is the concept of a "time out period" in FI schedule? |
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Definition
• The time between when one reinforcer is delivered and the next one is delivered
• No amount of responses will bring about a reinforcer during the time out period |
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Term
| What is the subject's strategy for responding on a FI schedule? |
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Definition
• Scalloped=when the time out period is almost over—the animal will increase its rate of response
• You want to make sure you don’t want to miss it- there are only certain periods in which your response will lead to a reward |
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Term
| What is a variable interval schedule? |
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Definition
| The amount of time which passes between responses varies |
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Term
| What are the rules for administering reinforcers on a variable interval schedule? |
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Definition
| • A reinforcer will be given only after a certain amount of time has passed on average- therefore that means the amount of time that passes from reinforcer to reinforcer=varies |
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Term
| How do you identify the VI schedule on a graph? |
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Definition
Vertical lines means continuous responding
o Slide showon average after 48 responses made
There were 525 responses and 11 reinforcers48 |
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Term
| What is a variable ratio schedule? Pattern of responding? |
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Definition
The amount of responses necessary for a reinforcer varies
-increase in responses |
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Term
| What are the rules for administering reinforcers on a variable ratio schedule? |
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Definition
| • The animal will receive an reinforcer after X # of responses on average |
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Term
| What are the differences between VI & VR |
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Definition
The pattern of response is different:
• VR=vertical response
o This animal was responding based upon its ability to bring about the reinforcer
o The fast you respond- the more reinforcers you get
o So the animal learns that if I respond fast=I get a reinforcer better
o 5 responses made every second60 seconds in a minute=300 responses a minute, in total there are 6 minutes1800 responses are made
10 reinforcers were given
Therefore 180 responses per reinforcer
• VI=more horizontalmore pausing
o This animal learns that the reinforcer is dependent on how much time has passed
o Just needs to check every so often to see if reward is ready |
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Term
| What is the need reduction theory? |
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Definition
| o All primary SR’s reduce a biological need, therefore the reinforcers are any stimulus that reduces a biological need |
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Term
| What is the need reduction theory's shortcoming? Examples (6)? |
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Definition
• things that don’t address biological needs but they still serve as reinforcers.
o i.e. kind words
o certificats
o plaques
o smiles
o ribbons
o trophies |
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Term
| What is the drive reduction theory? (Definition) |
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Definition
| o This is an extension- reinforces are any stimulus that fulfills a biological need AND also reduces drives |
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Term
| Does the drive reduction theory address the problems in the Need Reduction Theory? |
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Definition
Yes, Anything that is a depletion or deprivation of drives & needs create tension (unpleasant state)
Tension is aversiveso it motivates or energies our action
o Their theory suggests reinforcers are any stimulus that reduce the “tension” by replenishing resources necessary for optimal survival |
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Term
| What are the shortcomings of the Drive Reduction Theory? |
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Definition
| There are stimulus that also serve to increase tension or drive |
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Term
| What is the optimal stimulation theory? |
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Definition
o Reinforcers are stimuli that erturn the organism to an “intermediate level of arousal”
o Internal arousal linked to level of sensory stimulation from environment
o Increases or decreases in stimulation serve as reinforces when these changes return the organism to an intermediate level of arousal |
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Term
| What is the basic premise of the optimal stimulation theory? |
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Definition
o Organisms function optimally under an intermediate level of internal arousal
Everyone wants to function at a certain level of arousal |
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Term
| What is EBS & Dopamine's role in reinforcement? |
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Definition
| Olds & Milner performed an experiment in which the placed an electrode that would stimulate the medial forebrain bundle (essential in dopamine release). They found that rats would rather bar press for EBS intead of eat/drink/sleep. It is an extremely strong reinforcer and will override any other reinforcers |
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Term
| What is the mesotelencephalic reinforcement pathway composed of? (2 components) |
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Definition
| Tegmentostriatal & nigrostriatal pathways |
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Term
| What is the tegmentostriatal primary function? |
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Definition
Evaluates & Registers the motivation properties of a Sr
-places value in the stimulus |
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Term
| What is the tegmentostriatal origin? |
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Definition
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Term
| What brain structures are involved in the tegmentostriatal pathway? |
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Definition
| lateral hypothalamus-(medial forebrain bundle)->ventral temental area--> 3 places via medial forebrain bundle: septum, nucleus accumbens, prefrontal cortex |
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Term
| What are the neurotransmitters involved in the tegmentostriatal pathway? |
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Definition
| norepinephrine which will go to the septum/nucleus accumbens/prefrontal cortex to activate/release dopamine |
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Term
| What is the site of termination in the tegmentostriatal pathway? |
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Definition
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Term
| What is the primary function of the nigrostriatal pathway? |
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Definition
| Stores the memory for Stimulus-Response-Reinforcer relationships, will encode the positive stimulus into memory |
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Term
| What is the origin of the nigrostriatal pathway? |
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Definition
| begins in substantia nigra |
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Term
| What are the brainstructures involved in the nigrostriatal pathway? |
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Definition
| Substantia nigra-->caudate nucleus & putamen |
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Term
| What are the site of termination for the nigrostriatal pathway? |
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Definition
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Term
| What is the function of the lateral hypothalamus? |
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Definition
• One of the main areas of the brain that will detects if the reinforcer is related to the stimulus (is the stimulus rewarding or not)
-detects reinforcement realated stimuli |
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Term
| What is purpose of the nucleus accumbens? |
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Definition
| Here hedonic sensations, emotional arousal |
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Term
| What is the purpose of the septum? |
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Definition
| Hedonic sensations=dopamine gives you the perception that something is pleasurable |
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Term
| What is the purpose of the prefrontal cortex? |
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Definition
This area of the brain is involved in decision making
• Even though people know that they are addicted to dopamine is negative- it affects your response planning to reinforcing stimuli
o Your response becomes solely to get more dopamine
-decision making
-response planning to Sr related stimuli |
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Term
| What is the function of the substantia nigra? |
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Definition
o This also contains dopamine
o It is the source of dopamine to initiate activity in the striatum |
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Term
| What is the function of the caudate nucleus? |
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Definition
| o This area is responsible for the memory for S-R-Sr associations |
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Term
| What is the function of the putamen? |
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Definition
o This area develops the motor programs from the caudate sent to cortex
o This output will then go to the motor cortex- then you’ll make the response automatically w/out thinking once you see the stimulus |
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Term
| What is Premack's principle of Sr? |
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Definition
o The role that any behavior plays in serving as a reinforcer depends on its relative position on the probability scale (i.e. preferred behavior)
They look at responses rather than stimuli |
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Term
| What is the difference between Premack's contingency and that of Skinner? |
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Definition
| Skinner says that the behavior of level pressing is because you want to obtain food Premack says that obtaining food is not a reinforcer, really a reinforcer involves the opportunity to engage in the behavior of eating • It’s not the food itself that is rewarding, it is the opportunity to engage in the behavior or eating |
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Term
| What is Premack's principle? |
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Definition
| the more probable behaviors will reinforce less probably behaviors |
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Term
| What is the important of position of behavior on probability scale in determining whether it will serve as a reinforcer? |
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Definition
Depending on if the behavior his highly preferred or least preferred will determine the probability if that behavior will serve as a reinforcer. The more preferred, the more it can probably act as a reinforcing behavior.
• His whole theory is that any behavior is least preferred- animal can be trained to increase that behavior by being able to do the behavior that they want to do
o Things that you least prefer but using the things that you want to engage in as reinforcers |
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Term
| Conditions where Premack's principle falls short of predicting behaviors that may be potential reinforces? |
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Definition
| If a schedule requires much more of the high-probability bheavior than a low-probabiliy behavior, Premack's principle may be violated |
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Term
| What is the basic premise for the response deprivation theory? |
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Definition
Any schedule that lowers the baseline ratio of a behavior, deprives the organism of it’s
PREFERRED level of that behavior; this restriction is what converts the deprived behavior into a reinforcer |
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Term
| How does the response deprivation theory address the only weakness in Premack's principle? |
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Definition
| It addresses that fact that even if the behavior is of low-probability, it can serve as a reinforcer if it is more restricted |
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Term
| What is the criticism of mentalism in regard to consequences? |
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Definition
-i.e. there are certain events where you are in a state of extreme sadness, but you don't cry (like jail)
-You may have a mind state of something, but it doesn't always elad to action because the consequences of our actions can dictate our behavior
-consequences restrain behavior as well as elicit behavior |
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Term
| What are interim & terminal responses/behaviors? |
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Definition
interim: b/c the likelihood of seeing them occurs whenever the reinforcer is far away, These behaviors are what the organism does to pass time
-terminal behaviors: defined as behaviors that seldom occurred early in interval but increased in freq as time of food delivery approached |
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Term
| What are the 3 characteristisc of a reinforcer that influence "response strength" or vigor? |
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Definition
1. quantity & quality
2. timing/delay
3. previous reinforcement history |
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Term
| What were Hutt's methods? What did he want to test? |
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Definition
•Reinforcer composed of Liquid Drink
•Varied Reward Quantity by SMALL, MEDIUM or LARGE
•Varied Reward Quality by NORMAL, ACIDIC or SWEET
•Which Characteristic of the Reward has the greatest impact on Response Strength (barpress rate)? |
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Term
| What is the fatigue hypothesis? |
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Definition
| tired after responding this is not the case, b/c if there was fatigue, there would be a greater pause at the very end of the trial |
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Term
| What is the satiation hypothesis? |
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Definition
| the animals work to get the reinforcer, then they are full |
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Term
| What is the remaining responses hypothesis? |
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Definition
• You pause b/c after you receive an reinforcer-->you’re farther away to the next reward
o It is the size of the upcoming requirements that determine the length of the post-reinforcement pause
Every time we know there is something large ahead of us- we tend to pause for a longer time |
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Term
| What was the procedure to understand the cuase of the Post Reinforcement Pause? |
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Definition
Multiple schedule: There’s more than one schedule in effect
• So you have a discrimitive stimulus- Red vs. Blue light
o The blue light=says you are on a fixed ratio of 100
o But as soon as the red light=says that only 10 responses are required
• Look @ size of the pause
o The size of the pause is longer from 10100
This tells us that we cannot predict the size of the pause by looking @ the previous schedule
o Size between 10010=very small
So fatigue is not the issue |
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Term
| How do we identify a FI schedule on a graph? |
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Definition
| The line aligns w/ the x-axis (time) |
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Term
| What is the pattern of responding on a VI schedule? |
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Definition
• Steady rates of responding b/c interval can’t be predicted
o Vs. fixed intervalsyou are able to judge the passage of time
• Introduce uncertainty—b/c reinforcer is unpredictable
o Since its uncertain, it causes you to check more often |
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Term
| What is the inter response time theory? |
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Definition
Animals on VI schedules make fewer responses during a session b/c long periods of non-responding are eventually followed by delivery of reward
Animals on VR schedules are so high b/c few if any reinforcements are given for withholding responses, but rather, the association develops between making several responses and the delivery of reinforcement |
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Term
| What were the two experiments which highlighted probelms in the Drive Reduction Theory? |
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Definition
Sheffield Experiment (in book)
• Put male rat in, put female rat on other side
o Before male can finish on female—take the male out
• They found that as the trials continue- male will go from slow to fast
o But this graph shows you, that the performance/responses increases
o Why did we see an increase in the behavior? (short coming)
Everitt
• The male was in a box- hit lever 10 times=female rat
• Like before- rat was taken out before “finishing”
• Rate of bar pressing increased- even though tension was being increased rather than decreased |
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Term
| What is the stop-action principle? |
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Definition
| The occurrence of the reinforcer serves to stop the animal's ongoing behavior & strengthen the association b/t the situation & those precise behaviors that were occurring @ moment of reinforcement. Addressed why different behaviors were reinforced in different subjects |
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Term
| What are the issues with the stop-action principle? |
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Definition
| interim & terminal behaviors |
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Term
| What is the three-term contingency? What are the 3 components? |
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Definition
3 components in operant conditioning contingency
• Context/situation in which a response occurs
• The response itself
• The stimuli that follows the response (reinforcer)
In the presence of a specific stimulus- discriminative stimulus: reinforcer will occur if and only if operant response occurs |
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Term
|
Definition
| reappearance of previously reinforced response occurs when more recently reinforced response is extinguished |
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Term
| What are generalized reinforcers? |
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Definition
| special class of conditioned reinforcers, those that are associated w/ various primary reinforcers |
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Term
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Definition
| when an operant response is no longer followed by a reinforcer, so the response will weaken and eventually disappear |
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Term
| What are response chains? |
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Definition
| sequence of behaviors that must occur in specific order w/ the primary reinforcer being delivered only after final response of sequence |
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Term
| When is extinction more rapid? after a constant reinforcement sched. or a sched. of intermittent reinforcerment |
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Definition
| Humphrey's paradox=extinction is more rapid after CRF than intermitted reinforcement |
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Term
| What are the two hypothesis which explain Humphrey's paradox? |
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Definition
1. discrimination
2. generalization decrement |
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Term
| What is the generalization decrement hypothesis? |
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Definition
| The generalization decrement hypothesis, which the text believes is better, says that the decrease in responding observed is seen when the test stimuli is less and less similar to the training stimuli. Responding during extinction will only be weak if the stimuli presented during extinction are different. But, when the stimuli are similar, the response will still be strong. So, during CRF to extinction, the animal has never experienced a situation where their responses were not reinforced, so they quickly stop responding. Whereas the animals under VR training have learned to continue to respond, even when their initial responses are reinforced. |
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Term
| What is a DRL schedule? what type of responding does it produce? |
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Definition
DRL: differential reinforcement o flow rates schedule
• A response is reinforced if and only if a certain amount of time has elapsed
o i.e. DRL 10 –sec, response that occurs after a puse of at least 10 seconds=reinforced
o if response occurs after 9.5 seconds, not only no reinforcement, but resets 10-second clock
• produces low rates of responding |
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Term
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Definition
DRH schedule: differential reinforcement of high rates
• Certain number of responses must occur w/in a fixed amount of time |
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Term
| what are concurrent schedules vs. chained schedules? |
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Definition
Concurrent schedule: subject is presented with 2+ response alternatives each associated w/ own reinforcement schedule
Chained schedules: subject must complete requirement for 2+ simple schedules in a fixed sequence- each schedule signaled by different stimulus |
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Term
| What is the interresponse time reinforcement theory? |
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Definition
The IRT reinforcement theory attempts to explain the differences in response rates between subjects because long pauses between responses (longer IRTs) are more frequently reinforced on VI schedules.
Animals on a VR training schedule realize that the # of their responses leads to a reinforcer, therefore, more responses, more reinforcement. Animals on the VI schedule are taught that no matter the # of responses, there still is a time out period that they have to go through before receiving a reward, therefore they make fewer responses during a session because long periods of non-responding are eventually followed by delivery of reward |
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Term
| Are there any problems w/ Staddon & Simmelhag’s interpretations of Skinner’s study? |
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Definition
• You see some of the behaviors occur throughout the whole time
• The probability of some of the behaviors occur |
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