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Instrumental conditioning involves the establishment of what type of relationship?

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an S-R association between the response ( R) and the stimuli (S)

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The role of the outcome/reinforcer (O) is to

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"stamp in" or strengthens the S-R association

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The basic motivation for instrumental behavior is the activation of

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the S-R association by exposing the subject to stimuli in the presence of which response was previously reinforced

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The habitual response is an automatic reaction to

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the stimulus context in which the goal was previously obtained (similar to Thorndike's S-R association)

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Drug Addiction* in S-R

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taking a drug that is initially reinforced by the positive aspects of drug experience; after repetitive use drug becomes habitual in the sense that it becomes an automatic reaction to contextual cues that elicit drug seeking behavior

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Compulsive eating, gambling, or infidelity can be thought of in the same way These behaviors are

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compulsive and the person cannot help doing them given the triggering contextual cues even though the activities can have serious negative consequences

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S-O Association

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Incorporates Pavolovian Conditioning into instrumental behavior: The Two Process Theory

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In S-O the stimuli in the presence of the instrumental response is what?

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reinforced and becomes associated with the response outcome throughout pavolvian conditioning and this results in the S-O association

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It was suggested that the S-O association activates what?

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an emotional state which motivates the instrumental behavior

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Emotional state in S-O relationship will be either...

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positive or negative depending on the reinforcer being aversive or appetitive

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How can we test this idea that S-O influences instrumental behavior?

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The Pavolvian-Instrumental Transfer Test; 3 phases 1. Subjects receive standard instrumental conditioning (lever pressing reinforced with food) 2. They receive a pure pavolvian conditioning procedure ( response lever is removed and a tone is paired with food) 3. Critical Transfer occurs here * The subjects are permitted to perform the instrumental lever press response but the Pavolovian CS is presented periodically

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* it is said that if a Pavolovian S-O association motivates what?

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instrumental behavior then the rate of lever pressing should increase when the tone CS is presented

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Reinforcer specific expectancy learning challenges what?

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the two process theory

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If you asked someone why he or she was performing an instrumental response the reply would be that he or she expected what?

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the response (R ) to result in the reinforcer (O)

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S-R response example

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you comb your hair because you expect it will improve your appearance; you go see a movie because you expect it to be entertaining; you open the refrigerator in anticipate that doing so will get you food

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in S-R the stimulus is followed by the outcome/reward only if what occurs?

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the response occurs

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A common technique for testing instrumental conditioning leading to learning of R-O associations involves what?

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devaluing the reinforce after conditioning to see if this decreases the instrumental response

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R-O associations cannot

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act alone to produce instrumental behavior;

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R-O association is activated by what?

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the stimuli (S) that are present when the response is reinforced

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S does not

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activate R directly but activates the R-O association

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The subject comes to think of the R-O association when it does what?

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encounters S and that motivates it to make the instrumental response

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Consummatory-Reponse Theory

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Said that reinforcers are stimuli; Many reinforcers like food and water can elicit a species typical unconditioned response such as chewing, licking, and swallowing -These behaviors are special and different from the instrumental behaviors they reinforce Ex. Lever-pressing would not be reinforcing, it only happens because you are making getting the food and chewing, licking, and swallowing contingent on lever-pressing

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The Premack Principle

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responses involved with commonly used reinforcers involve activities that animals are highly likely to perform ; in a food experiment participants are usually food deprived and likely to engage in eating behavior the childhood pinball/candy experiment

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Response Deprivation Hypothesis aka disequilibrium Model

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The probability of the reinforce activity is kept high by restricting access to the reinforcer

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In the response deprivation hypothesis there is restrictions on the opportunity to do what?

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engage in the reinforcing response increase its effectiveness as a reinforce

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The Behavioral Bliss Point

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behavioral regulation theory assumes that if organisms are free to distribute their responses among the available alternatives they will do so in a way that is most comfortable or optimal for them

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The behavioral bliss point can be identified by the

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relative frequency of occurrence of all the responses of an organism in an unconstrained situation

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For a real life example of bliss point

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A high school student distributing her activities between studying and watching TV; if no restrictions are placed n her behavior she will probably spend a lot more time watching TV than studying (see p. 243); At the bliss point the student watches TV for 60 minutes for every 15 minutes of studying

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Imposing an Instrumental Contingency

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Defending the bliss amount of study or defending the bliss amount of TV watching both have their disadvantages; and does not allow getting back to the bliss point ; To move towards the behavioral bliss point the student has to increase her studying as to gain more opportunity to watch TV

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Which of these relations works for different things?

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S-R: phobias and drug addiction S-O: developing expectations and predictions about the availability of rewards R-O:

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R

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the operant behavior

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O

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outcome, the reinforce, what you get

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S

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stimulus, sets the conditions for the R, could be anything that is present in the environment when the subject performs the operant behavior

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Relationships among R-O

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Response outcome relationship however, the organism is presented with a unique set of cue when it performs the operant responses.

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Relationship among S-R

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Thorndike's Law of Effect: instrumental learning involves the formation of an association between the instrumental response( R) and the stimuli (S) in the presence of which the R is performed.

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What does O do in the S-R relationship?

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The reinforcer (O) is the only catalyst for the S-R association.

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Relationship among S-O

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Stimuli-outcome; S gets paired with O, Pavlovian association; Association between the stimuli and the environment.; R is elicited by S because of the S-O association

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Relationship of S(R-0) 3 term contingency

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Incorporates all of the other relations Higher order relationship O is contingent on R, but only in the presence of S S signals the existence of the R-O relationship

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Example of an S(R-O)

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Red light indicates that if the pigeon pecks the light, grain will be delivered S=light R=pecking 0=grain Three term contingency has SRO. Here we have RO association and also the S informing when we have the RO association is performing. Saying yes pecking gets you grain but only when the light(S) is on.

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R- O association in this

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relationship between the pecking behavior and the grain. If you think R is critical then you would be thinking of the R-O association

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S-R association in this

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relationship between the light and pecking...pigeon created an association where when the red light comes on the pigeon wants to peck without consideration for the grain If you think the light is causing the pecking the behavior then you would be thinking of the S-R association, the grain is not important.

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S-O association in this

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association between the light and the grain, the really important part is that the pigeon is learning when the red light is on, he can get grain. S-O association we are focusing on light and grain but without the pecking the grain cannot be delivered.

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S(R-O) most complicated situation tells the pigeon that

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the light tells the pigeon that you can peck and get the grain

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Pavlovian Instrumental Transfer Task

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T1 -Phase 1: set up the instrumental phase: train hungry rats to lever press for food, no discrete stimulus here. Food is reinforcer here -Phase 2: take away the operant part of this. The lever is removed and the light comes on and food appears so whenever the light comes on they get food. Food is the unconditioned stimulus here. T2 -The test here is to put the lever back and see the amount of lever presses when the light is on versus the light being off. We are going to see if having the light on has any influence on whether the animal lever presses

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Results of the Pavlovian Instrumental Transfer Task

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-Results: the light being on does amplify operant responding causing more lever presses. Rat still presses bar with absence of the light but the light being on stimulate the rat to press more due to the pavlovian conditioning in phase 2. Shows it can't be due to an S-R relationship or and R-O relationship. Has to be due to an S-O relationship. Pavlovian conditioning influences instrumental responding.

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Why isn't S-O sufficient?

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Cant explain everything about instrumental behavior -Contiguity alone does not lead to pavlovian association.

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Light is a great predictor of food but the outcome only happens if

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the rat makes the response. If the animal didn't make the response, the outcome wouldn't happen so stiumulus by itself isn't sufficient. Focusing on S-O relationships ignores the role of R

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Reinforcement Devlauation

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Reinforcer devaluation: used to demonstrate R-O relationships -Train subject on instrumental task. Get response up. -Then you devalue the reinforce. -Ex. Establish instrumental response to food, animal has to work for food. Then devalue food by giving the animal a lot of food so they are full and don't want to work for the food so the food is now undesirable.

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If R-O association is important in instrumental association then devaluing the outcome (O)

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should reduce the behavior (R)

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Reinforcer Devaluation Experiment

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T1 -Phase 1: Hang a vertical rod and rats can push rod to left or right and they can get food reinforce for pushing to the left and sucrose if they push right. (They normally prefer sucrose though) -Phase 2: This is where the devaluation happens. They do this by creating a taste aversion. They pair the food and the sucrose with LiCl which makes you nauseous. T2 -What will they do now since we devalued the reinforcers. Will the rats that went to the left push to the right nor and vise versa. If we have an S-R relationship then there shouldn't be any difference that the food/sucrose are gross now

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Reinforcement Devaluation Results

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With the food devalued they pushed to the right for the sucrose more than they do for the food now and they exact opposite happens in the sucrose devalued group. The rats are pushing for the food more than the sucrose after getting sick. The value of the outcome matters, even after the R has been established. Rules out S-R. S-O is ruled out also here because the responses occurred in the same chamber yet the rats discriminated their responses. The chamber led to different responses here.

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Thordikes definition of reinforcement

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a stimulus that produces a satisfying state of affairs

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Operational definition of reinforcement

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a stimulus that strengthens instrumental behavior

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Drive Reduction Theory

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all organisms have basic drives. Ex. Food, water, shelter -The idea that hull had was that primary reinforcers satisfy these drives which reduces these drives. -The problem is that it is good for primary reinforcers such as food, water, etc but the problem is that it can't explain a lot of other reinforcers such as strong reinforcers * for this reason it can't explain a lot of things

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Contemporary view

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Theory focused on how/why reinforcements changes the organization of an animal's activities. -Redefine's reinforcement -Food is not reinforcement but getting to eat, engaging in that behavior is the reinforcement -It's behavior you want to engage in. -Not a special stimulus -Ex. Food is not the reinforce, the act of eating is reinforcing.

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This idea is that we don't need to know your personal preference for your behaviors in order to reinforce but strictly restricting access to a response makes it more reinforcing. Lawn mowing isn't reinforcing but if we limit your access to lawn mowing so that you aren't allowed to do it as often as you may chose to it can become a reinforce.

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response deprivation hypothesis

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In the behavioral bliss point internal contingencies force the individual

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out of the optimal state. You can only do X if you do Y first. -Behavior changes to get back to the "bliss point" or as close as possible.

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Behavioral regulatory mechanisms minimize what?

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deviation from bliss point

EXP3422 – Chapter 7 Instrumental Learning – Flashcards

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