Operant Shaping Idea that youreward Successive

Operant shaping idea that youreward successive

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Operant Conditioning:RelatedconceptsShapingIdea that yourewardSuccessive approximationsCloser and closer to the behavior youwant}®Superstitiousbehavior®ExtinctionExtinction curves®Discriminative stimulus/Generalization®Immediacy of ReinforcementBehavior… reward most effective (lesstime); reward less effective (inmore time)®Magnitudeif Reinforcement®Greater rewardMoreFasterFrequentLearningResponding
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CLASSICALCONDITIONINGOPERANTCONDITIONINGNature of responseInvoluntary, reflexSpontaneous, voluntaryReinforcementOccurredBEFOREresponse(CSpaired with UCS)OccursAFTERresponse(responseis followed byreinforcing stimulus or eveRole of learnerPassive(responseis elicited byUCS)Active(responseis emitted)Nature of learningNeutral stimulusbecomes a CS thruassociation w/aUCSProbability of making a resis altered by consequencesfollow itLearned expectancyUCSwill follow CSResponsewill have a specieffectCognitive LearningRole of thinking, knowing, anticipating, or other highermental processes in learning§InsightlearningWolfgangKohlerChimpanzeesPuta bananaout of reachEach time, more difficult taskto get bananaWould go to corner figure out solveproblem go back andget banana®Suddenrealization of how to solve a problem§Latent learningLearning thatis hidden until it is reinforcedEx. wouldputmice in mazesGot better andbetter®§Observational learningLearning fromwatchingothersBobodoll studiesChildren observe adult act aggressive towardadoll®Observe consequencedof the aggressionReward®§
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entsponsees thatific
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RewardPunishmentNo consquencesDo the children imutate the aggression action?Spontaneously?When rewarded for imitation?®Obervational learning cont.Learning doesnnot require direct ecperience§Distinction between learning and performingReinforcement is not necessary for learning, butinfluences whether learned behavior is performed§
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