The reinforcement continuum. Intermittent reinforcement. Ratio schedules , Oct. 2, Amy. C, Ch. 6 and Dr. M. Gragg, Ch.

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1 The reinforcement continuum Chapter 6: Behavioural Persistence Through Intermittent Reinforcement Amy C Extinction Continuous reinforcement Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 1 Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 2 Intermittent reinforcement When should it be used? Teach: continuous Maintain: intermittent Why use intermittent reinforcement? Slower satiation and extinction Higher output and likelihood of transfer Ratio schedules Fixed ratio After responses, you get your reinforcer. One down, to go Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 3 Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p , Oct. 2, Amy. C, Ch. 6 and Dr. M. Gragg, Ch. 7 1

2 Ratio schedules again Variable Ratio After a predetermined and variable number of responses, you get a reinforcer. Maybe I get it after I try this time Simple interval Fixed Interval reinforce if respond after fixed period of time. Is it the time yet? Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 5 Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 6 Simple Interval cont d Variable Interval Reinforced for responding after an uncertain amount of time. The how about now? schedule Interval Schedules with Limited Hold I don t want to miss it! Fixed: predictable window Variable: unpredictable window Hold: How long you have to respond Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 7 Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p , Oct. 2, Amy. C, Ch. 6 and Dr. M. Gragg, Ch. 7 2

3 Duration Schedules Keep going Fixed: set period Variable: unpredictable period The truth about slot machines Most people (and your book) say they are: But they really are: Because: Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 9 lose lose lose lose win lose win lose lose lose win win lose lose. Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 10 Another interesting example The press your luck guy And now some friendly competition. First it was: Then it became: Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p , Oct. 2, Amy. C, Ch. 6 and Dr. M. Gragg, Ch. 7 3

4 Schedules and Behaviour Patterns Question Schedule Ratio Simple Interval Interval with limited hold Duration Fixed Variable Many behaviours can be reinforced on either a fixed or variable schedule. Which of the two is more effective for behaviour modification? Variable. Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 14 What behaviours could be effectively reinforced with these schedules? Which behaviour? Schedule Fixed Variable Multiple behavioural influences Ratio Simple Interval Interval with limited hold Duration Types of schedules Immediacy of reinforcement Magnitude of reinforcement Response effort involved Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p , Oct. 2, Amy. C, Ch. 6 and Dr. M. Gragg, Ch. 7 4

5 Things to do today: Pitfalls Read textbook Play with this puppy Go to work Take a test Inconsistent use of extinction (Once reinforced on some schedules, behaviour is very hard to extinguish) Ratio strain Watch your favourite tv show eat Marcia Gragg, sleep Read this book PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 18 Which program will be more effective and why? The program with the small, frequent reinforcers is more effective! Matt Has no more than 3 talk-outs in each 45 minute class period. Gets one sticker. Max Has no more than 3 talk outs in each 45 minute class period Gets to pick a prize out of a prize closet at the end of the week. Matt Max Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p , Oct. 2, Amy. C, Ch. 6 and Dr. M. Gragg, Ch. 7 5

6 The End. 10 minute Break Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Methods of Behavioural Change Welcome! Ch. 7 Intermittent Reinforcement to Decrease Behaviour Minute Paper - Course so far Take out a blank sheet of paper. Write in pen. Your name, date. How well do the class activities & discussions integrate with the reading? How comfortable do you feel talking in class? What do you like about the course so far? What would you improve? How? 1 Participation Point Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p , Oct. 2, Amy. C, Ch. 6 and Dr. M. Gragg, Ch. 7 6

7 Ch 7 Types of Intermittent Reinforcement to Decrease Behaviour Schedules to Behaviours Differential Reinforcement DRL (low rates) DR0 (zero) DRI (incompatible) DRA (alternative) ~~~~~~~~~~ DRO (other) Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 26 Why do we want to decrease behaviours? DRL (low rates) Definition, p. 93 Why can t we just use extinction? Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p , Oct. 2, Amy. C, Ch. 6 and Dr. M. Gragg, Ch. 7 7

8 DRL (low rates) Definition, p. 93 In our own words e.g. asking the time Spaced-Responding DRL video Spaced-responding Differential Reinforcement of Low rates p. 93 requires that a specified behaviour does not occur during a specified interval, and after the interval has passed, than an instance of that behaviour must then occur for reinforcement e.g. taking a bite of a sandwich Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 30 Spaced-Responding DRL video waiting for child to be calm before pressing the button on the toy reinforced with song & lights, praise nice waiting Ch. 3 use of instructions Ch. 17 situational inducement; moving toy Ch. 18 ignoring screaming: extinction Ch. 5 DR0 (zero) Definition p. 94 e.g. biting her hand Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p , Oct. 2, Amy. C, Ch. 6 and Dr. M. Gragg, Ch. 7 8

9 DRI (incompatible) Definition p. 95 DRA (alternative) Definition p reinforcing a behaviour that is topographically dissimilar to the target behaviour e.g. circle time Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 34 very similar to DRI DRA (alternative) functional analysis combine with extinction e.g. pulling hair Pitfalls of DR0 & DRI -e.g. quitting smoking Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p , Oct. 2, Amy. C, Ch. 6 and Dr. M. Gragg, Ch. 7 9

10 Muddiest Concept Intermittent Reinforcement or Behaviour & Schedules of Reinforcement can be confusing! Get in groups of 2 students (3 students only if necessary). Write names & date on index card. Discuss with your partner about at least 3 concepts today that were confusing. You can use textbook. Write the muddiest concept on index card; 5 min. Whole class will work to clarify muddiest concepts. Hand in 1 completed 1 Participation index card with names Point Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 37 Questions anytime Marcia Gragg, PhD, CPsych, Oct. 2, 2007 p. 38 Read text : Next Class: Oct. 9 Ch. 8 - Stimulus Discrimination & Generalization Ch Shaping Ch Chaining bring any questions to review for Test 1 bring a noisemaker to class Behavioural Contract for Self-Control Project due; make revisions from proposal! Marcia Gragg, PhD, CPsych, Oct. 2/ , Oct. 2, Amy. C, Ch. 6 and Dr. M. Gragg, Ch. 7 10