welcome back to the second video for the learning chapter and we covered classical conditioning last time and i put up a video for you to watch classical conditioning videos make sure you check those out and now we're going to talk about operant conditioning if you associate pavlov with classical conditioning the person you want to make an association with for operant conditioning is a couple people there's thorndyke there's also bf skinner which you see here in this picture and bf skinner you know had principles of learning which were simple but powerful right simple and powerful he loves work with rats and pigeons but that wasn't to say he didn't think that his work was you know applicable to to humans that was always his goal in fact he wrote pretty extensively about that and some a couple of books that he wrote which were more philosophical rather than scientific and like john watson i mentioned in the last chapter you know b.f skinner had some thoughts that people thought people thought of as philosophically very extreme you know so he wrote things like free will is an illusion a lot of uh people still debate that idea that he'd say you know everything is a response everything is a response to some type of stimuli you know and it would be we have no utility to try to track down what was the very first stimulus is like saying you know where where did life begin kind of thing so we said everything in life is a response to some form of stimuli so those things that we think of as free will or not actually free will they're just responses you know he would focus on increasing productive and beneficial behaviors and was very interested in people that had kind of anti-social behaviors or had problems with like social skills he was very interested in now we would say are people on the autism spectrum right and helping teaching them you know social skills which help them to be more productive in life right so it's like he was some heartless guy he gets painted that way sometimes as someone who played with rats and pigeons had no connection to the humans that kind of thing but it just wasn't really true of him you know if you read his writings so just want to throw that out there uh also interesting side fact you know if you look to some of the looney tunes creators ryan warner brothers think like bugs bunny and daffy duck and all that occasionally they would have some like mad scientist looking character that they drew with like a big brain in these thick black glasses and they base that character on skinner so you know just let you know how popular he was during his time especially you know through like the gosh what would it be like the 40s 50s 60s that era and during this time if you were a psychology major you know you're in college then studying psych uh pretty interesting time because a lot of what you'd be studying was behaviorism almost became like synonymous with psychology you know after people like john watson and then bf skinner uh then you had people that seemed like way in left field like the psychoanalysts you know they're interested in freud and not a whole lot of so we had like the least amount of diversity in psychology and that's because these behaviorists were so prolific in their findings and they were so easily adaptable to your everyday life and even more so with skinner because with pavlov a lot of what he's talking about are like reflexes and kind of instinctive types of responses there's not a whole lot of thinking going on so a lot of it is involuntary like you may not be aware of all the associations you're making in your learning processes but with skinner you could be completely voluntary and explicit where you can use these you know these principles of operant conditioning you know on purpose and have uh the same effects right so we're going to talk about um skinner now okay so operant conditioning right so the definition is the learning of voluntary behavior through effects of pleasant and unpleasant consequences to responses so in a simple idea like thorndike and skinner uh both wrote you know very similar ideas about this like simple philosophy of offering conditioning where you know the principle of reinforcement holds that organisms tend to repeat those responses that are followed by favorable consequences or reinforcement um skinner defined reinforcement as when an event following a response increases an organism's tendency to make that response right so there's different ways to think about that as we'll see but anything that increases you know a human or an animal to make a response in the future is a reinforcer right and you learn through reinforcement so not a terrible complex idea however as simple as it is we do tend to misapply some of these ideas so it's they're worth talking about right so we can maximize on these ideas we also point out where people think they're doing them correctly but need some adjustment to their you know what to their contingencies or their regimen okay so when it comes to reinforcement and kind of you know increasing responses there's certain types of stimuli that work better than others right so that's one thing to take into consideration so the basic idea is like you get a reward for something then you're more likely to behave that way in the future or if somebody removes something negative right remove something aversive to you then you're more likely to behave a certain way in the future so adding something positive removing something negative from the environment can be a reinforcer but not all those reinforcers uh are as powerful um this doesn't work out that way so let's look at first primary reinforcers and the primary reinforcers are those that satisfy biological needs right so um you know biological need like food that's one water right warmth affection sex but these are all biological needs that people have and if you're using those as your reward system that's going to work stronger as reinforcement oh there we go stronger is reinforcement than our secondary reinforcers secondary reinforcers can work too but not as well and not as consistently but they work the best as secondary enforcers when they lead to one of these primary reinforcers so like this is where the conditioning comes in so we learned that certain types of stimuli can lead to or be associated with primary reinforcers like food water sex warmth and affection right so this is the part that's learned and then once that's learned then you can shape behavior modify behavior using the stimuli as reward right so things like money right money on its own just on its face this has no has no value it's like an abstract concept but you know we associate money with you know acquiring resources like food and water and securing things like warmth and affection and maybe even you know making yourself a viable sexual candidate because you do have money and you can either be more attractive because of it or you could even just go out and you know pay for sexual services you don't think about it bluntly right so we learned that these things like money good grades flattery um that those are reinforcing but you have to get to learn their value over time right so we do this kind of stuff like with my uh my daughter in the past we've had like chore charts we put up on the refrigerator and we know okay you you know we would do things like you pick like five chores to do this week right and then once you do them and you've done all five of them then you get some kind of reward at the end of the week so she learns to kind of put off that reinforcer right and over a period of time to kind of shape her behavior in long term right and that worked pretty well so that'd be an example of when you could use this in everyday life um now what we're doing is time she does something good we have this jar on the counter and we've at her pick out like candy she really likes from the store and so just something good would just drop like one little piece of candy into the jar then at the end of the week we have a movie night she can have her candy right that kind of thing um so yeah it's not just pigeons and rats that you know these reinforcement principles are meant to be used on we do them we do them already we do them all the time uh with people in our lives maybe we just don't have the terminology for or to understand the process and it's important to understand something about it that way we can maximize on this process and also we can you know we can stop uh what seems like is is you know correct conditioning when it's actually counterproductive too all right so primary enforcers secondary reinforcers um difference there primary is a satisfied biological need security reinforcers are things that have to be learned they may satisfy a biological need or be related to acquiring things that satisfy a biological need but on their own they don't so you have to learn their value one funny way i've seen this personally was i had this volunteer position internship position long time ago that i did over a winter break at a compound i probably shouldn't say where it is or the name of it but they essentially house many different types of animals but primarily monkeys and apes and people do research there on them it was all research that was behavioral and really ethical but one thing they found was really interesting at this at this place was that um with reese's macaque monkeys they created this token economy for them which was interesting to watch like i didn't have much to do with this my job basically was like cleaning cages but i got to observe some of this and so what we saw what i saw was part of a study where they taught these rhesus macaque monkeys that these different colored tokens different colored chips were they could be traded in for different foods right so like the poker chips essentially or the secondary reinforcers and they led to a primary reinforcer which was the food and this gets complex but they would give let's say it was like a red red poker chip gave you like one let's say banana right they weren't actually eating bananas but let's say it's a banana so one red poker chip gives you one banana you can trade it in right to these workers there and they give you a banana for a red chip a green chip man you could get three bananas right so this didn't take very long to learn for those rhesus macaque monkeys they quickly learned okay green is better than red right and then what they wanted to see they already knew that like that had been done you know and replicated already in the research but they wanted to see what would happen if they introduced like new rhesus macaque monkeys into the environment and how would they learn kind of this game how would they learn about this token economy from the other the other monkeys so they were observing this something really interesting happened um not every time but multiple times with these rhesus macaque monkeys where the one who already knew the system would actually teach the system to the other monkey right and they were trying to shave their behaviors that's how they would get the token so they do something they wanted typically was like coming close to the bars and maybe putting out like an arm and this was the help with like medication that the monkeys might need that kind of thing so teaching them to relax when they get a shot and that kind of stuff and they would get a token for their troubles right and then quickly the the monkeys learned like show me the token first if they showed you a red one which meant one banana they might go not worth learning today right they show them the green one they go oh okay all right i'll come to the cage and i'll give you my arm right so it's like all right they learned it they learned the difference that was pretty amazing on its own but then what would they do if they have a new reese's macaque monkey in their environment how did they teach them the rules and they and often they did something pretty interesting sometimes they didn't teach them a thing right but when they sometimes when the monkeys did they would do this really deceptive thing where the first monkey already knew the rules was like check it out he'd like show the other monkey like look at me right at least it seemed like it manifesting a bit the monkey would come over and he would put his arm out right because it's a receive medication and get the poker chip and it would like kind of let the other monkeys see it and trade it in and get bananas right but that this time more often than not then if they were alone they would do it for the red chip and they'd get one right now what they would do when the new monkey finally figured out okay if i go to the edge of the cage and put my arm out and hold still i'll get a chip too so what they would do is the old monkey already knew the rules would take the poker chips from the new monkey and show them how to use it because a separate system they had to go and then trade it in some at the other side of the cage so you'd go the other side of the cage to trade in the poker chips and what the old old monkey hurting the rules would do was they'd give the worker the green one that meant they got three bananas and they would use their body to block how many bananas you know the other monkey could see and so they would keep two for themselves kind of at their chest and they would kind of hand the other one to the other monkey backward and go here you go there's your banana so the new monkey was like cool banana right but the monkey already knew the rules was like cheated that guy right i got i got two of his bananas right here all right you know i'm anthropomorphizing again but they would say i got you know i got these two bananas only gonna give the other monkey one so they would like you know rig the game in their favor and it's like oh you little deceptive bastards right but but you know humans can do something similar of course right um so that was an interesting study but that was the difference between like primary and secondary reinforcers and axe and an action how you can see how they can use just be used deceptively and that it's not just humans who know how to do that okay so let's look at some of the reinforcement the consequences of behaviors and that's really you know the crux of operant conditioning or the consequences shape your actions right so reinforcement any event or stimulus that when following a response increases probability that response will occur so anything that increases that or specific response will occur in the future is considered reinforcement so for example dog is begging at the dinner table right so what do you do alright you either let the dog you you reward them by giving them food here on the bottom or when the dog begs the table you reprimand them or you punish them right okay so if those are your two responses then you know what's gonna happen well if they're punished more often than they're gonna they're not gonna beg as often but if you give in and you give them food and even if you do this like intermittently you know not continuously that's even worse actually um you're still reinforcing the behavior they're going to beg more often so in my house it's kind of interesting like um i can say this i if i give my dog food from the dinner table i put it right in her bowl so it doesn't really come from me that's my way of kind of tricking myself and i'm not reinforcing her behavior but i noticed that she doesn't beg me for food but she goes to other members of my family who do give the dog food from the table um and regularly so the dog is just learning like okay i can discriminate to you're the person who does this who gives me the food i'll beg from you the other person doesn't so i'm not gonna beg from them right so you can see the discrimination of the behavior based on how the dog's reinforced right but simple idea okay let's move on because let's get a little more complex than that we've got to think about things like shaping right a lot of the behaviors uh if you think about animals for another moment that we want animals to perform they don't just do naturally right you have to teach them how to do that like in these pictures here on the left you've got this uh which i think is a i forget some kind of rodent actually trained to sniff out land mines uh which is great because their body weight you know they're not so heavy that they set them off accidentally right they could step on them and not oops and not activate them you know but they get rewarded for finding them but they're not just going out looking for landmines on their own right you're just like you just wait for that final behavior to occur and then reinforce it you may be waiting forever it may never happen are these lions are they ever gonna stand in a line you know and put their arms up on this bar and pose you're probably never going to do that if you're waiting around for them to do that and then you're going to throw treats to them and think that made a connection yeah that's going to be a tough one so you shape the behavior in the direction you want it to go and this is another thing we can give skinner a lot of credit for because through these kind of you know successive approximations toward the behavioral goal and shaping all along the way skinner found a way to do this and and to collect data quickly through what's now called a skinner box right it's really it's called an operant chamber but it's often called a skinner box because also out of skinner's labs came a lot of new instruments and kind of inventions one person from skinner's lab came up with a speaking spell i don't know if you guys are probably too young to remember that thing but it was around uh when i was a kid and it was to teach kids how to spell words so it was just like a little game a speaker on it a little keyboard and it would say you know spell the word globe and then you hit the the key the keys in the keyboard right to spell it out and it would say it out loud to you g l o b e if you got it right it would reward you by saying you got it right i think it made some kind of noise if you got it wrong you know you do that sound and i know that was like a punishment and skinner thought that'd be a great way to teach kids how to spell right so with animals though one of the biggest inventions that come out of you know labs skinner slabs and labs like skinners of their behavioral labs are these operant chambers where like i said they could collect an immense amount of data from multiple animals at once so they didn't have to just observe like their naked eye or even with a camera directly on them uh they could lead they turn the camera on and walk away basically now it's even more advanced right now they have these skinner boxes with like a usb out that can go into a computer and you've got software set up to record these types of behavioral responses including like audio and visual information but let's look at like a traditional operant chamber this rat right here is in one you can see some of oops some of the um what different functional parts of the apparatus itself so this rat first of all it's sitting on and see these this grid that it's on um that can be turned on to to admit electric shock you know it's not used in all studies but it'd be used as a form of punishment or to create something adversive in the environment that the animal wants to avoid or escape right so you can do that you can use shocks you know in the environment of the operant chamber but it's not always there uh traditionally it is though other things you can see in this picture here on the left this is a light right you can turn the light on and make different colored lights so you can teach the rat things like only when the light there's a contingency like only when the light blinks this color does that mean you know we want you to perform a behavior that you'll be rewarded for you can use sound as well so you can have a speaker over here i can't tell if this is a speaker or if this is a disc for a pigeon to peck at but you can put a speaker in the boxes and this is the lever i've heard about rats pressing levers in these types of studies well here's an example one used to look like it's an older one so the rat would touch the lever receive a food pellet um we were talking about shaping before like if you're just waiting for the rat to just go over there and just press the lever that might never happen right it doesn't necessarily look like something you would press and get a reward from the rats never encountered something like that before so they're probably not just going to go up and press it to get like a food pellet they might right and that'd be amazing but usually you have to shape their behavior to move toward the lever and the behavior that you want them to exhibit right oops so i was lucky enough when i was in college that it was probably right about the time where if you took a behaviorist lab course that you'd be trying to shape the behavior of animals like through these conditioning processes but you'd be doing it all in like a computer simulation on a program which is cool but it's not quite as exciting as when you have an actual animal so i was lucky that you know when i went through this lab when i was in college we actually spent half the time with a rat the other half with the pigeon we have very simple things that we had to teach them but it's really interesting to do that with you know a live animal versus computer software so we were lucky and the first thing we had to do whether it was a rat or a pigeon was shape their behavior like i said the rat's not just going to go up and hit that lever they don't know that it's a lever right so you have to kind of reinforce them and then kind of slowly through like successive approximations towards the behavior you want you know move them toward the lever and then get them to actually press it so we do things like you know the rat's going to explore the environment naturally you know you put them in this new environment they want to go look at everything like this is stimulating for them when you put them in the operand chamber it's never been there before it's kind of like a game you know they're walking on this ground on these wires like in this one that feels interesting on their feet they want to go sniff things they want to go you know explore and so when it would get close to the lever we'd drop a little pellet in boop right and eat the pellet you know and it was it's funny after doing that like where the rat kind of moved toward the lever a few times it almost seemed like the rat was like already learning like really quickly like okay i'm going to repeat the same behavior and see if i get a reward for it and be like nope you can't do the same thing you got to move a little bit closer even if it's a centimeter closer that lever and then you'll get one it took them like no time at all to figure that out right it was pretty amazing i think it was like one lab session we got our lab a rat to actually not press the lever like in one lab session but you know favor that side of the box completely and then what happened was the rat would kind of brush its body up against the lever and we go there he goes in the retreat for you never do that again it kept like brushing its body against the lever until eventually just by with its body it depressed the lever and a full food pellet came down and the rat found that and the little window could hear it fall could smell it so it went and grabbed and ate it it didn't take very many you know trials or but very many um behaviors of hitting that lever accidentally before they the rat realized oh if i hit this thing intentionally i get food right so then right away the rats like more and more and more and more and more just hitting and hitting the food they'll ever get more and more food we're like okay this rat has figured it out then once this figured out like okay this dispenses this reward for me this gives me the food that i'm looking for then you can teach the rat to do different types of behaviors that end with touching the lever right so you could train it to learn all types of different types of um contingency contingency plans that you would set up like uh anytime there's a green light that flashes hit the lever and you get a get a food pedal if it's red you don't get anything so first the rats gonna hit it number you know whenever the light comes on no matter the color and then quickly it learns to discriminate like oh it's only the green it's only the green light that means i get food right and then it can get really complicated the higher order kind of stuff where it's like okay only when you hear this sound and see this kind of light and then you hit the lever this many times do you get food not more times not fewer times hitting the lever right and i think that was the most complex thing we got to teach the rat was like you know i think it was a specific sound green light hit the lever three times and it blew me away that by if it took maybe four weeks and the training wasn't consistent because it was a lab course right so it was like two times a week i think it was probably like two hours so with like four hours a week of training right but the rat figured it out within like four weeks so i mean that blew all of us away um okay so what was cool about this box then is that you know the researchers didn't necessarily have to be there or to look at rats one at a time that they could be putting rats into these operant chambers and testing a whole bunch of them at once right and then now it's even easier because the output can go directly out to a computer and you can store it you know in a database okay so you know skinner makes a name for himself with in a lot of ways you know books about philosophy through creating operant chambers and of course all of the research that comes out of the lab about things like different types of reinforcers so when you hear the word reinforcement what most people think about is positive reinforcement right to get more specific it's the reinforcement of a response by the addition or experience of a pleasurable stimulus so you perform this behavior you get this positive reward you're more likely to perform that way again right it's going to modify your behavior to do that thing more often that's an easy example right so we've got the rat presses the liver gets food for pressing the lever right so there's the stimulus there's the response and it's more likely to press the lever again in the future right so there's some learning going on there through reinforcement simple right that's positive reinforcement but is not the only kind of reinforcement right there's also negative reinforcement so negative reinforcement is reinforcement of a response by the removal of some type of unpleasant stimulus from the environment right and this can be uh escape learning or avoidance learning which we'll go over in a second so here in the bottom we've got the rat presses the lever and it turns off the electric shock in its cage well it's more likely to press the lever again in the future and to press it more often right so it's still considered a reinforcement it's just a negative reinforcement right so it's removing something negative from the environment positive introducing something positive to the environment there you go now what's interesting here is you have escape learning and avoidance learning so escape learning is like the diagram here on the bottom the rat presses the lever and it can escape from this annoying or reversive stimulus in this case slightly painful stimulus right so it's escaped yeah that adversive environment that's easy to imagine right but then what happens is the rats learn avoidance learning so for example if a light goes off just before the electric grid is turned on you know the rat will see the light go off hit the lever so that the electric grid just never comes on at all so now it's learned to avoid you know that stimulus by essentially controlling its environment there's other ways you could do that you might just avoid that environment entirely so you don't get shocked right but the rats learn this really quickly so here's an example for for us humans and this gets into laws about manufacturing of automobiles so i forget the exact year but i think it was in somewhere in the 1980s where there was a law passed in nearly every state where new vehicles that were made have to make essentially use these principles of operant conditioning for escape and avoidance learning to shape behavior that is uh has to do with safety when operating a vehicle and that behavior is putting on your seatbelt right so the goal was for these researchers to find ways with within the confines of an automobile to get people to put their seat belts on and drive with their seat belts on because it's safer for everyone that way right so of course there was all the advertising getter ticket and all that kind of stuff but they thought okay what can we do with the automobile itself to have the same kind of of desired behavioral effect which is putting the seat belt on and so what they did was it's hard to imagine now because most of us do avoidance learning we're so conditioned already it's hard to imagine what the escape learning would look like but if you could imagine getting into your car and you sit down and let's say of course it's not keyless or remote right you know you actually put the key in the ignition to turn it on but what do you do before you turn the key on right before you turn the key or turn the engine over right a lot of us put our seat belts on first why is that right well it was done intentionally because if you don't right you get a flashing light you get an irritating sound uh in my car if if i don't put my seatbelt on and i drive you know it makes this irritating beeping noise and then it speeds up you know it makes you think like some kind of bomb is going to go off or something right but it just speeds up and it's really irritating and the way to escape it is to put your seat belts on right so you escape by you know turning that stimulus off right that adversive stimulus is removed from your environment by putting your seatbelt on so what do you learn in the future is to avoid it all together you don't even hear the sound because before you turn the car on you put on your seat belt so that would be avoidance learning interesting right so think about that next time you get in your in your car to drive somewhere uh try to be objective as possible or behave normally you know without being influenced by this lecture when you get in your car and think what do i do when i get in my car do i put my seat belt on before i turn the car on hmm right most of us do okay so we have positive reinforcement negative reinforcement remember don't be thrown off by the words positive and negative here reinforcement is the important word if you see the word reinforcement it means you're the intent of this conditioning process is to increase the probability that a behavior continues in the future okay now to compare the two one more time right here's the behavior for this rat pressing the lever receives consequences a reward in this case is going to press the lever more often in the future right now negative reinforcement same behavior pressing the lever removal of something negative from the environment same effect on behavior tendency to press the lever in the future increases right so the key word there is reinforcement there's two different types positive and negative okay we can say the same thing about punishment so with punishment um you know the goal of punishment there's two types again you might imagine positive and negative but the two types of punishment are both meant to um you know sorry i got distracted um to weaken a response right so to decrease the probability of a behavior in the future so a positive punishment is usually what we think of when we think of punishment like corporal punishment right you think about raising a child that type of thing an unpleasant consequence following a response making the response less likely to occur right so if you receive a spanking or you receive a parking ticket you know does that make that behavior less likely to occur yes and no right and we'll get into that a little bit but you get the intent is to decrease the probability that a response occurs in the future there's also negative punishment so when a pleasant consequence is removed following a response making the response less likely to occur so take both of these and think about you know raising a child right positive punishment would be something like spanking the child they did something wrong they get a spanking negative punishment would be removal of something they like right so maybe they get grounded or you take away a toy from them or you revoke their privileges for something right that's a negative punishment or you make them sit in timeout so in that case you're removing the entire fun environment from them right and leaving them in isolation that'd be a negative punishment so both of them have the same uh desired outcome which is to decrease the probability that the behavior continues in the future all right so let's look at negative reinforcement because often this gets confused the idea of negative reinforcement gets confused with punishment remember reinforcement means the desired goal is for this behavior to reoccur in the future right so rat presses the lever turns off an electric shock they're more likely to press that lever that's different than punishment right the effect on behavior here is to increase that the wrap presses the lever punishment looks more like this right rat presses the lever turns on the shock right so the rat is punished for their behavior well they're less likely to press the lever in the future so i put these two together on a slide because this is usually where students make the mistake with the terminology i don't think they have the the concept uh they're not mistaken about the concept i think they've got that i think but it's the terminology it can throw you off like you see the word negative and you think punishment right away it's not where i want you to focus right reinforcement means increase of behavior punishment means decrease of behavior so here's where we have um kind of controversy for people like you know they talk about uh if i were to ask the class how they felt about spanking right and usually the class is somewhere around 50 50 on that idea or they think spanking is good or spanking is bad and when you ask them they always have the same anecdotal experience but they'll say like well i was spanked and i'm fine i always think are you how do you know how do you know you couldn't be better if you weren't if your parents used some other kind of type of strategy but it's not that like punishment doesn't work it's just that some punishment works better than others right and it takes effort and energy to be able to kind of think about those punishment strategies before you're in the middle of wanting to implement them and then maybe making mistakes which have the opposite you know intended effect of your punishment so here's when it does work i'm thinking about whether it's positive or negative right and this goes back to principles of things like acquisition and then getting into uh things we're not going to go into detail for this class for the sake of time but uh consistency right so uh when punishing works the best uh first is when it immediately follows the behavior right so whether it's positive or negative it works best if it's right after the behavior that you want to stop or decrease the probability of occurring in the future so that whole thing like wait until your other parent gets home that doesn't work so well it needs to happen right away the other thing to think about with punishment is that it works better when it's mild rather than harsh you know you can actually get you know some kind of reactants uh if it's too harsh right away or learned helplessness where this child will think this is as harsh as it can get for you know this behavior of mine like who cares if i do something worse the punishment is the same right so there's that to think about um it's also you know something to think about are you escalating towards abusive behavior like are you intending to harm this kid uh because of you and the emotions that they're putting you through instead of trying to help this child learn something right so there's just danger of that too but also in a practical way think where do you go if you start off harshly and the kid does something exponentially worse in the future where do you go from there right so mild works better for you know a couple of couple of reasons there almost like as a games theory approach but also for the psychological well-being of your kid right when it's consistent we hear about this a lot from parents you know is there consistency is one of you the nice parent one of you the you know the bad parent kind of thing it usually comes down to is one person using a punishment technique and the other one is not right using the same one so when it's consistent that's important um but also not just in that regard with parenting but you know how consistent are you with following up on punishment every time this kid performs this type of behavior are they getting a timeout every time or is it just once in a while right and which do you think would be better it turns out when it's consistent i mean the other thing could throw in there when it comes down to spanking when people say you know i'm going to do it because you know i was spanked and you know there's lots of research on this there's a lot as far as like humans and non-human animals and you can look at all the meta-analyses with spanking and corporal punishment and you know here are some of the results right so i'm looking at this meta-analysis from 2002 and it's the same as another one from 2008 same with another one from 2009 through that 2010 they find these consistent results um that when like positive punishment is used so like spanking for example is they have increase in results of unwanted fears in those children even as they move from being young children into older children into the teenage lives and to young adults so they have more increased and unwanted fears compared to those that were not spanked there's um it's particularly worse when there's no communication going on between the parent and child it's only the spanking right so that's even worse there's no explanation given they also were more likely to justify inflicting pain on others so that's true too [Music] then there's some other big ones people don't ever talk about but it tends to there be causes and uh tends to be causes and unwanted behaviors to reappear in its absence so whatever the behavior is you want to go away sometimes will go away but just be replaced by some new negative thing tends to cause higher levels of aggression toward the person who's doing the spanking and causes unwanted behavior to appear in place of another in a lot of these studies too what they'll find is that when the person who does the punishing is around that behavior is modified so the person who does the punishing thinks that was a success right it works but what they find in these observational studies is once the person doing the punishing is gone then the behavior has not actually been extinguished it's only when you are present so are you setting yourself up to like follow this kid around their entire life to make sure they don't do this thing because that's the only way that would really works uh really well so things to consider um it's a funny one because a lot of people will say you know that's not true of me it's like how do you know are you comparing u to another u that we don't know about right but yeah pretty consistent findings that negative punishment works better than positive punishment one thing i found that worked pretty well with my daughter was that like i put her in timeout and and she just you know absolutely hated it you know she hated time out because she wanted to be where the action was you know she wanted to be hanging out with me and my wife and the animals or company if we had company over and we'd be like it was in timeout and i would say to her especially when she was older i'd say when you're ready when you're ready to join us then you can come back and join us but that means that you have to be on your best behavior and you have to listen you know and follow the rules and when you're ready you can come out of time out you know and a lot of people say that that's too vague um but it worked pretty well with her right she would kind of gauge when she was calmed down enough and i think it helped her learn how to self-regulate and then she'd come back and join us and we would praise her for it hey look who's back all right not make a huge deal but just a reward for coming back and being calm so we're trying to employ like both negative punishment and then also positive reinforcement to shape our behavior to maximize you know the behavior that we wanted to see right which was like sitting and talking to people not throwing a fit you know not having a tantrum that kind of thing it seemed to work pretty well i like this guy look at this little guy in his timeout chair he looks pretty pissed off because it looks like the egg timer up so they're definitely timing him um okay so comparing these two types of conditioning side by side let's check it out operating classical end results right for operant conditioning so we're just talking about the skinner right increase the the rate of already occurring responses or at the end result for class creating new stimulus response associations one way to look at it how they're usually thought of as being different though is the second point with operant conditioning you know applying most readily to voluntary responses so you can intentionally use these principles to shape your behavior with classical conditioning it's largely an involuntary response you don't realize it's even happening right and then for offering conditioning the consequences are important in forming associations uh classical conditioning the antecedent stimuli are important in forming an association reinforcement should be immediate for operant conditioning the conditioned stimulus must occur immediately before the unconditioned stimulus for to maximize the effect of classical conditioning so there's some similarities here there's some differences too for operant conditioning there is a developed expectation for reinforcement for classical conditioning it developed expectation for the unconditioned stimulus to follow the conditioned stimulus so there you go side by side comparison pavlov versus skinner face off no but honestly uh joking aside it tends to these tuned to work hand in hand where association is formed through classical conditioning and then it's strengthened through an operant response see that through operant conditioning you see that often with human behavior okay so that's the end of part two of the learning chapter there's one more part we'll come back and we're going to go over observe latent learning and observational learning and we'll start to see cognition kind of seep back into the behavioral models uh in an interesting way like not like a woo kind of you know a psychoanalytic philosophical way but in a very concrete way alright so we'll be back with part three in just a moment