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Continuous Reinforcement- every instance of a behavior is reinforced
Ratio Schedules- reinforcement is based on the number of behaviors required
Interval Schedules- reinforcement is based on the passage of time
Fixed Schedules- requirements for reinforcement are always the same
Variable Schedules- requirements for reinforcement change randomly

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Purpose:
-see whether the dogs' ability to control their situation affection their willingness to escape
-operant conditioning
Procedure:
-escape group and no escape group
-dogs put in a harness, when there was a shock the escape group could press a panel to make it stop
-in 2nd stage there were two sides of a box, to escape the shock the dogs would jump over to the other side (shock after light turns on)
-dogs that were unable to escape in the original tests were less likely to escape in the new box
-dogs able to escape earlier were not discouraged by successive failures later
-not an ethical study (Mentally and physically)
-this study found the beginnings of why people get depressed and how to treat it (due to one's lack of control)

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Unconditioned Stimulus ---> Unconditioned Response

Controlled (neutral) Stimulus + UCS -->
UCR

CS --> Conditioned Response

Little Albert Diagram:

Rat before the test----> no fear
noise + white animal --> fear
noise --> fear from rat

Acquisition -pairing the unconditioned stimulus and the conditioned stimulus
-First extinction period
-rest period
-Second extinction period (not at full force)

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-Little Emotional Albert Experiment
-John B. Watson (behaviorism) and Rosalie Rayner
Purpose:
-classical conditioning
-wanted to prove that humans could be classically conditioned
Procedure:
-9 month old orphan named Albert
-presented with a white rate, rabbit, dog, monkey, and white cotton wool
-hammer was hit against a steel bar to produce a loud noise, this was meant to produce fear in Albert
-at 11 months Albert was exposed to the white rat and other animals, but when he tried to touch it, the steel bar was struck with a hammer (loud noise)
Results:
-fear response had been conditioned to the rat (through generalization)
-didn't unpair the stimulus
Ethics:
-no consent
-unethical
-mentally harmed him
-did not desensitize him
Relevance:
-helped create behaviorism
Example: soldiers coming home from war with PTSD (associate loud sounds with gunfire and explosions)

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-Taste aversion- learned response to eatin gspoiled or toxic food (learned behavior based on association)
-rats learned to avoid Saccharin because it made them sick
-John Garcia and Robert Koelling
Purpose:
-wanted to find out if rats and other omnivores like humans would be quick to form an association between taste and illness
-Rats divided into experimental and control group
-experimental given saccharin solution
-Then exposed to X-irradation
Results:
-when given saccarin the rats in the experimental grorup refused to drink it, proving Garcia's hypothesis
Ethics:
-rats forced to be made sick and were in harms way (paired with a naturally occurring response)
Unconditioned stimulus- (what the rats naturally do with water)

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-known for work on learning theory (Thorndike)
-Robert Woodworth
Purpose:
-indicate that animals have intelligence and behavioral patterns, ability to be conditioned
Procedure:
-Create a problem box with a device to lock/unlock the entrance
-Cat put  in box with a fish outside (timed to see how long the cat would wait)
-had to operate a latch to escape the box
Results:
-measured the time it took for the cat to get ou t of the box
-found the change in latency (gradually changed)
-positive stimulus is a compelling motivation to maintain a certain behavior  (Law of Effect or Reinforcement)
latent learning- learning after the effect (learning after you learn it)
Ethics:
-not ethical (cats were not in good living conditions)
Relevance:
-reducing bad habits and reinforcing good behavior in children

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Positive Reinforcement + reward
Negative Reinforcement - unpleasant
(these both increase good behaviors)

Positive Punishment + don't like
Negative punishment - like

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-studied learning through consequences
-studied the power that reward or reinforcement could exert on one's behavior
-if a response (the operant) is followed by a reinforcing stimulus the strength is increased
-Skinner Box (enclosure with a response to be made- food or drink)
-schedules of reinforcement- reinforcement is made available to the subject or participant only some of the time (fixed ratio, fixed interval, variable interval)
Results:
-behaviorism is concerned with observable behavior
-the rat never learned to press the lever because it wanted food
Ethical Guidelines:
-Skinner did not harm the animals, but they were not in safe living conditions (starved them)
Relevance and Future:
-applied in teaching, instructional development, and clinical settings (behavior modification- bad habits)
-increase in social skills, help people get jobs
Example:
-young kids given a reward for being good and behaving

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I can apply behavior modification and understand the stigma of mental illness.

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I can apply behavior modification and understand the stigma of mental illness.

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Behavior I wish I could change- my brother acting in annoying ways
-find out why the behavior is happening so you know how to fix it
-I would change his behavior by doing nice things for him when he behaved well and tell him what he does wrong when he does
Fears- desensitization
4 Methods of Learning:
Trial and Error
Operant Conditioning (Behaviors have consequences
Classical Conditioning (associative learning)
Observational Learning (Modeling- "monkey see, monkey do")
Positive reinforcement