Assignment #2Topics (Choose ONE):

Different sports have different techniques for deterring unwanted behaviour (e.g. penalty box in hockey, yardage penalties in football). Discuss sports penalties in terms of the four operant contingencies. You can pick your favourite sport or compare across several.

Discuss Gallup’s self recognition task. What are the procedures, who has been used as subjects and what does this say about self-awareness?

Pick an event that often evokes superstitious behaviour (e.g. gambling, sports, exams). Explain where the behaviour comes from.

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Operant Applications

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OverviewAnimal Care & TrainingSelf-AwarenessSelf-ControlVerbal BehaviourInsightCreativitySuperstitionDelusions & Hallucinations

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Veterinary CareLarge animals, carnivores, stress-

susceptibleShapingChange behaviour patternsPositive reinforcement rather than

punishment

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Observing the WorldSocial animalsUnderstanding another’s behaviour beneficialReinforcement through watching othersObservation of self; own behaviour

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Gallup’s Mirror Self-Recognition TaskAllow chimp time to learn about mirrorStagesTranquilize chimp and paint dot on headSee if chimp notices changed appearanceMental self-imageUsed with children

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Epstein’s pigeonsTrained to peck a blue dotExperience with mirrorBlue dot on pigeon under bibPeck at bib

Other animalsElephants, dolphins, children

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Shaping of Self-Observation?SkinnerKinds of questions we ask children reinforces

self-observatione.g., “are you hungry?” “what are you

doing?”Accurate response likely results in some

form of desired outcome (i.e., reinforcement of behaviour)

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Self-ControlChoiceForgoing a small, immediate reinforcer for

large, delayed reinforcerHumans, non-humansCircular explanation (will power)

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TechniquesPhysical restraintDistancingDistractionDeprivation & SatiationAssistanceBehaviour monitoring

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Physical RestraintPhysically prevent behaviour from occurringe.g., lock liquor cabinete.g., cut up credit cards

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DistancingBehaviour more likely to occur in specific

environmentAvoid environment to assist self-controle.g., smokers who want to quit should avoid

places where smokers frequent

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DistractionEngage in behaviour incompatible with

undesired behavioure.g., want a snack, go for a walk

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Deprivation and SatiationTo avoid excessese.g., to avoid overeating at party, eat small

meal earlierPartial satiation

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AssistanceInform others of your goalsGet helpChanges the environmente.g., friends may be “enablers”

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Behavioural MonitoringKeep track of your own behaviourNotebook, graphs, etc.Visible indicators

Dieters in room with candy bowl; those who had to leave wrappers on table ate fewer pieces than those who could put wrappers in garbage

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Skinner (1957)Verbal BehaviorSuggests ideas not encoded into words by

speaker and decoded by listenerWords are behavioursFunctional relationship between a word

and an outcome (i.e., reinforcement or punishment)

Social consequences provide shaping and maintenance of language

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Early Shaping of WordsBabies babbleParents reinforce certain sounds with

attention, etc.Increases frequency of these soundsGradually, reinforcement for more complex

vocalizations only

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Shaping Language?Greenspoon (1955)

Reinforced or punished plural nouns in subjects’ lists of words

problemVerplanck (1955)

Reinforced or didn’t reinforce subjects’ use of opinion statements

Quay (1959)Reinforced statements about family membersPsycho-therapy?

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ComplexLife-long reinforcement (and punishment)

historyMuch vocal reinforcement without conscious

knowledgeReinforcing lies

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Problem SolvingTrial and error, accidental successInsight = Sudden solution

“think things through”Skip intermediate steps

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Suspended fruit taskKohler Sultan

Pushed box under bananaEpstein (1984) pigeons

Suggested insight could be due to reinforcement history

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Can’t reach!

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Can Creativity be Shaped?Novelty, original behaviourProvide reinforcement only for novel

behaviourcreativity

Pryor’s (1969) work with porpoises and pigeons

Various studies with children

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Rewards and CreativitySome studies suggest rewards reduce

creativityReward for task or no reward for taskFind more creative responses in non-

rewarded groupBut, typically it is not creativity that is

rewarded, but task completionSociety and status quoPeer pressure; what is “normal”?Failure

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Accidental ConditioningB.F. Skinner (1948)PigeonsGrain every 15 secondsDevelopment of behavioursAccidental strengthening

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HumansBruner & Revusky (1961)

Teenagers and 4 buttons; only button 3 gave reinforcement on FI schedule

Wagner & Morris (1987)Children and clown doll giving marbles

Ono (1987)University students and levers; told to gain

as many points as possible, but points just given periodically

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Timing?Staddon & Simmelhag (1971)Interim and terminal behaviours

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Attention SeekingNot always a biological rootPatientsDelusions provide attention from staffSocial reinforcement“Weird” behaviours might be shapedStop reinforcement to reduce behaviour

Maintenance of behaviour (“catch on”)

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Self-InjuriesPunishment often effective for suppressionLovaas & Simmons (1969)

Boy making 30 hits per minuteFour behaviour-contingent electric shocks to

legSelf-injurious behaviour stopped

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EscapeWolf (1967)

Injurious behaviour increased when teacher asked boy questions

Injurious behaviour dropped when teacher stopped asking questions

Negative reinforcementLack of demands

Use of DRI to reduce SI behaviour

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