Essay About E1 And Large Cans Of Identical Sizes

Instrumental (operant) Conditioning
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Experiment 6Instrumental/Operant ConditioningAbstractInstrumental (operant) conditioning was regarded as a type of learning that involves the acquisition of emitted responses (Kirsch, Lynn, Vigorito, & Miller, 2004). In this study, the experimenter use different methods to influence the behaviour of the participants. The two participants received different “treatment” plan, the one with reinforcement and the other without. The results showed that the participant who received reinforcement has shorter time finishing the task than the other who doesn’t. Operant conditioning is found to have an effect in influencing behavior.IntroductionLearning involves the acquisition of abilities that are not innate and depends on the experience and feedback from the environment. It occurs with the acquisition of new behavior. It was introduced by B.F. Skinner one of the behaviorist psychologist saying that a measurable learning outcome is only possible if we change the learner’s behaviour (Faryadi, 2007). Behaviorism believes that consequences trigger the repetition of behaviour (Law, Siu, & Shek, 2012). In operant conditioning theory, an incentive is a stimulus that is presented contingent on performance of a specified behavior for the purposes of increasing the frequency of the behaviour. It can be some incentive to create certain responses. According to behaviorism, the incentive may either be positive or negative. If it is the former then the learner will be rewarded, while if it is the latter, the learner will be punished (Faryadi, 2007). These incentives can be is also known as reinforcements. Reinforcements can be positive (i.e., presentation of a stimulus in response to behavior) or negative (i.e., removing a stimulus in response to behavior). Additionally, reinforcement schedules are determined by timing of behavioral consequences (Strohacker, Galarraga, & Williams, 2013). It is important to note that schedules are needed to reinforced behaviour that is wanted to be manifested by the participant. Ratio schedules provide reinforcement after the behavior has been performed a predetermined number of times. Interval schedules provide reinforcement following a predetermined period of time since the previous reinforcement, if the behavior is performed during that period of time. Reinforcement schedules can also be fixed or variable (Strohacker, Galarraga, & Williams, 2013). This study focuses on the effect of different reinforcement to understand its influence in the behaviour of the participant.MethodologyObjectiveTo illustrate behavior modification through the application of operant conditioning techniquesApparatusTimer, tally sheet, pencil, 100 marbles, 3 large cans of identical sizes – one marked with “X”, one with “Y”, and one unmarked which will originally contain the marbles.ProcedureSelect 2 naive students (one each for experimental and controlled) as subjects and 2 experimenters. Place the unmarked can containing the 100 marbles on a table. Place cans X and Y on sparate tables each equally accessible. S should be standing and use only one hand. After each trial swtich the positions of the cans. Perform 6 trials for each subject such that the experiment is done in 1 position three times.

The instructions which E will give S should stress speed. It can be given in the following manner: “The purpose of this experiment is tod etermine how fast you put the marbles in these two cans by using only one hand. Place the marbles in the cans one at a time, in random choice, without counting or developing a pattern of any kind. Turn the face of the cans when depositing the marbles into the cans. Remeber, this is a test of dexterity and time is important.”E1 gives the instructions and the cue to start. E2 operates the timer.E1 will keep a tally sheet for placements in can X of each S. E1 will reinforce verbally each placement in can X with a rewarding “uh huh”. E2 will reinforce S by saying a moderately loud “good” on every fifth correct response. At the end of each trial (100marbles) ask S to leave the room. Record the number of marbles in cans X and Y and the reaction time per trial.For the control S no tally sheet will be used and the experimenters will give no verbal reinforcement during the experiment. E will only record the number of marbles in each can and the time required for each trial.ResultsTable 1The number of marbles put in can X and Y by the experimental and controlled subject in 6 trials SUBJECTTRIALNO. OF MARBLES IN CAN XNO. OF MARBLES IN CAN Y TIME (SEC)Experimental150501:46271291:37347531:44450501:30551491:36650501:28ControlledINDIVIDUAL MEAN53.17Add all no. of marbles in can x and divide into 646.83Add all no. of marbles in can y and divide into 696.83 s / 1:61  Add all time in can x and divide into 6152482:20251492:06352482:10454461:50553471:53653471:42INDIVIDUAL MEAN52.5(same as above)47.5(same as above) 120.16 s / 2:00(same as above)Experimental and controlledGROUP MEANGiven:E.S.= 53.17C.S.=52.5[pic 2]= 52.84 ≈ 53 marbleGiven:E.S.= 46.83C.S.=47.5[pic 3]=47.17 ≈ 47 marbleGiven:E.S.= 96.83sC.S.= 120.16s[pic 4]=108.50 s ≈ 1:81  Symbols used: E.S. (Experimental Subject) and C.S. (Controlled Subject)