62 Operant Conditioning
Learning Objectives
By the end of this section, you will be able to:
- Define operant conditioning
- Explain the difference between reinforcement and punishment
- Distinguish between reinforcement schedules
- Define insight and latent learning
The previous section of this chapter focused on the type of associative learning known as classical conditioning. Remember that in classical conditioning, something in the environment triggers a reflex automatically, and researchers train the organism to react to a different stimulus. Now we turn to the second type of associative learning, operant conditioning. In operant conditioning, organisms learn to associate a behaviour and its consequence (Table L.1). A pleasant consequence makes that behaviour more likely to be repeated in the future. For example, Spirit, a dolphin at the National Aquarium in Baltimore, does a flip in the air when Spirit’s trainer blows a whistle. The consequence is that Spirit gets a fish.
| Table L.1 Classical and Operant Conditioning Compared | ||
|---|---|---|
| Classical Conditioning | Operant Conditioning | |
| Conditioning approach | An unconditioned stimulus (such as food) is paired with a neutral stimulus (such as a bell). The neutral stimulus eventually becomes the conditioned stimulus, which brings about the conditioned response (salivation). | The target behaviour is followed by reinforcement or punishment to either strengthen or weaken it, so that the learner is more likely to exhibit the desired behaviour in the future. |
| Stimulus timing | The stimulus occurs immediately before the response. | The stimulus (either reinforcement or punishment) occurs soon after the response. |
| Table L.2 Positive and Negative Reinforcement and Punishment | ||
|---|---|---|
| Reinforcement | Punishment | |
| Positive | Something is added to increase the likelihood of a behaviour. | Something is added to decrease the likelihood of a behaviour. |
| Negative | Something is removed to increase the likelihood of a behaviour. | Something is removed to decrease the likelihood of a behaviour. |
Reinforcement
The most effective way to teach a person or animal a new behaviour is with positive reinforcement. In positive reinforcement, a desirable stimulus is added to increase a behaviour.
For example, you tell your five-year-old kid, Karson, that if they clean their room, they will get a toy. Karson quickly cleans their room because they want a new art set. Let’s pause for a moment. Some people might say, “Why should I reward my child for doing what is expected?” But in fact we are constantly and consistently rewarded in our lives. Our paycheques are rewards, as are high grades and acceptance into our preferred school. Being praised for doing a good job and for passing a driver’s test is also a reward. Positive reinforcement as a learning tool is extremely effective. It has been found that one of the most effective ways to increase achievement in school districts with bel