Mechanisms of learning

In the last step, we asked the question: “How did psychologists demonstrate these simple but robust mechanisms of learning?”

To answer this question we need to go back to 1913, when Watson wrote an article entitled Psychology as the behaviorist views it, with a number of assumptions regarding methodology and behavioural analysis.

“Psychology as a behaviorist views it, is a purely objective experimental branch of natural science. Its theoretical goal is … prediction and control.” (p. 158).

The Skinner Box

• Fixed-ratio schedule: Animals receive a pellet after they touch the key a certain number of times; for example, they would receive a pellet after every five touches.
• Variable-ratio schedule: Subjects receive reinforcement after a random number of responses (see video 3.10 on “intermittent reinforcement”).
• Fixed-interval schedule: Subjects receive a pellet after a designated period of time has elapsed; for example, every 3 minutes.
• Variable-interval schedule: Subjects receive a pellet at random intervals of time.

Application to humans

_{The carrot or the stick}

For that, we would need to ask rats!

We’ll find out more in the next step.

References

Hoge, M. A., & Stocking, R. J. (1912). A note on the relative value of punishment and reward as motives. Journal of Animal Behavior, 2(1), 43.

Kubanek, J., Snyder, L. H., & Abrams, R. A. (2015). Reward and punishment act as distinct factors in guiding behavior. Cognition, 139, 154-167.

Skinner, B. F. (1938). Behavior of organisms. New York: Appleton-Century-Crofts. Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158–177.

Yu, Q., Li, E., Li, L., & Liang, W. (2020). Efficacy of interventions based on applied behavior analysis for autism spectrum disorder: A meta-analysis. Psychiatry investigation, 17(5), 432.