![Operant conditioning: a learning theory of attachments ,[object Object],[object Object],[object Object],B F Skinner demonstrated the process of operant conditioning in animals like rats. We need to understand this process so we can apply it to attachments. THE SKINNER BOX : The piece of equipment designed by Skinner to demonstrate operant conditioning TERMS TO KNOW! OPERANT = an action e.g. a rat pressing a lever in a Skinner box; a baby crying with hunger REWARD = the consequence of the action, e.g. the rat receiving food for pressing the lever; the baby being given food This reward acts as a REINFORCER , because it causes the action to be repeated.](https://image.slidesharecdn.com/sciencesharecouk-shared-resource1738/85/ScienceShare-co-uk-Shared-Resource-1-320.jpg)
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- 2. Operant conditioning: a learning theory of attachments Here is a view into the Skinner box… There is a food container on top of the box… The food container is filled with sugar pellets… There is a lever attached to one wall of the box… A tube leads from the food container to the tray… There’s a feeding tray attached to the wall, to catch food pellets…
- 3. Operant conditioning: a learning theory of attachments The Skinner box… THE MOUSE! A mouse is placed in the Skinner box. It has been fasted for 24 hours so it is hungry. The mouse has never been in a Skinner box before. It is allowed to explore the box. How to operantly condition a mouse to press a lever for food … CONDITIONING BEGINS! The researcher imagines a line dividing the floor of the box in half. Each time the mouse moves into the half of the floor nearest the lever, the researcher releases a sugar pellet into the feeding tray. The mouse is attracted to the tray by the sugar pellet, and feeds.
- 4. Operant conditioning: a learning theory of attachments The Skinner box… CONDITIONING CONTINUES! This process is repeated several times. At first the mouse continues exploring the whole box. But before long, the mouse is staying in the half of the box nearest the feeding tray. Now the researcher becomes more demanding, and imagines a line even nearer the lever – he stops giving the mouse food pellets, unless the mouse stays in this area. How to operantly condition a mouse to press a lever for food …
- 5. Operant conditioning: a learning theory of attachments The Skinner box… CONDITIONING CONTINUES! Next, the researcher will only give food if some part of the mouse’s body is touching the lever – at this stage, it doesn’t matter which part. How to operantly condition a mouse to press a lever for food …
- 6. Operant conditioning: a learning theory of attachments The Skinner box… CONDITIONING CONTINUES! When the mouse is spending all its time touching the lever with the front part of its body, the researcher stops giving food. It isn’t long before the mouse accidentally touches the lever with his feet, and presses it. When the lever is pressed, food is automatically delivered. The mouse will continue pressing the lever whenever he wants food. How to operantly condition a mouse to press a lever for food …
- 8. Operant conditioning: a learning theory of attachments OPERANT CONDITIONING and ATTACHMENTS : How would you put these images and labels together to describe how operant conditioning can bring about attachment? Baby performs action : cries Baby receives reward : food relieves hunger The reward REINFORCES the action, so the baby REPEATS it
- 9. Operant conditioning: a learning theory of attachments OPERANT CONDITIONING and ATTACHMENTS : Now get into groups of three and role play how the process of operant conditioning can bring about attachment. Baby performs action : cries Baby receives reward : food relieves hunger The reward REINFORCES the action, so the baby REPEATS it One person plays mother One person plays baby One person is the narrator: make sure to include key words in the process. Find out from your teacher about the terms ‘ primary reinforcer ’ and ‘ secondary reinforcer ’.
- 10. Operant conditioning: a learning theory of attachments According to learning theory, the baby has to ……. to form an attachment with his mother. In the process of ……. conditioning, the mother …… the infant by …… him, so the infant …… the mother with the reward, and …… any action that brings her close. This happens because food brings a feeling of …… (= reward) to the baby. Food is a primary ……: by removing discomfort, it reinforces the behaviour that led to its arrival. But food never comes without the …… bringing it, so the mother becomes the …… reinforcer – even without bringing food, the presence of the caregiver reduces discomfort and brings a feeling of pleasure. The baby will therefore repeat any ……, e.g. crying, which brings the caregiver close. Copy the passage above, and fill the gaps using the words below. ACTION * ASSOCIATES * FEEDING * LEARN * MOTHER * OPERANT PLEASURE * REINFORCER * REPEATS * REWARDS * SECONDARY
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- Get students to make notes as images appear. Careful to tell them that the ‘dogs’ study is NOT the one they should describe in a test answer – keep answers focused on attachment theory. Commentary on pictures something like this: “Pavlov’s dog is waiting in the lab (click to make dog’s head appear) … food is presented (click for food, and the arrow will follow, then the dog’s head changes to drooling). When the food arrives, the dog drools. Now the same dog is waiting again (click to make lower image of dog’s head appear) … the bell is rung (click for the bell, and nothing happens). This time, the dog doesn’t drool. Why not?” Follow with discussion on innate responses.
- Get students to make notes as images appear. Careful to tell them that the ‘dogs’ study is NOT the one they should describe in a test answer – keep answers focused on attachment theory. Commentary on pictures something like this: “Pavlov’s dog is waiting in the lab (click to make dog’s head appear) … food is presented (click for food, and the arrow will follow, then the dog’s head changes to drooling). When the food arrives, the dog drools. Now the same dog is waiting again (click to make lower image of dog’s head appear) … the bell is rung (click for the bell, and nothing happens). This time, the dog doesn’t drool. Why not?” Follow with discussion on innate responses.
- Get students to make notes as images appear. Careful to tell them that the ‘dogs’ study is NOT the one they should describe in a test answer – keep answers focused on attachment theory. Commentary on pictures something like this: “Pavlov’s dog is waiting in the lab (click to make dog’s head appear) … food is presented (click for food, and the arrow will follow, then the dog’s head changes to drooling). When the food arrives, the dog drools. Now the same dog is waiting again (click to make lower image of dog’s head appear) … the bell is rung (click for the bell, and nothing happens). This time, the dog doesn’t drool. Why not?” Follow with discussion on innate responses.
- Get students to make notes as images appear. Careful to tell them that the ‘dogs’ study is NOT the one they should describe in a test answer – keep answers focused on attachment theory. Commentary on pictures something like this: “Pavlov’s dog is waiting in the lab (click to make dog’s head appear) … food is presented (click for food, and the arrow will follow, then the dog’s head changes to drooling). When the food arrives, the dog drools. Now the same dog is waiting again (click to make lower image of dog’s head appear) … the bell is rung (click for the bell, and nothing happens). This time, the dog doesn’t drool. Why not?” Follow with discussion on innate responses.
- Get students to make notes as images appear. Careful to tell them that the ‘dogs’ study is NOT the one they should describe in a test answer – keep answers focused on attachment theory. Commentary on pictures something like this: “Pavlov’s dog is waiting in the lab (click to make dog’s head appear) … food is presented (click for food, and the arrow will follow, then the dog’s head changes to drooling). When the food arrives, the dog drools. Now the same dog is waiting again (click to make lower image of dog’s head appear) … the bell is rung (click for the bell, and nothing happens). This time, the dog doesn’t drool. Why not?” Follow with discussion on innate responses.
- Get students to make notes as images appear. Careful to tell them that the ‘dogs’ study is NOT the one they should describe in a test answer – keep answers focused on attachment theory. Commentary on pictures something like this: “Pavlov’s dog is waiting in the lab (click to make dog’s head appear) … food is presented (click for food, and the arrow will follow, then the dog’s head changes to drooling). When the food arrives, the dog drools. Now the same dog is waiting again (click to make lower image of dog’s head appear) … the bell is rung (click for the bell, and nothing happens). This time, the dog doesn’t drool. Why not?” Follow with discussion on innate responses.
- Get students to make notes as images appear. Careful to tell them that the ‘dogs’ study is NOT the one they should describe in a test answer – keep answers focused on attachment theory. Commentary on pictures something like this: “Pavlov’s dog is waiting in the lab (click to make dog’s head appear) … food is presented (click for food, and the arrow will follow, then the dog’s head changes to drooling). When the food arrives, the dog drools. Now the same dog is waiting again (click to make lower image of dog’s head appear) … the bell is rung (click for the bell, and nothing happens). This time, the dog doesn’t drool. Why not?” Follow with discussion on innate responses.
- Now switch to attachment explanation. As with the ‘dogs’ slide 1, show that the baby is innately programmed to respond to food, but not innately programmed to respond to the mother. Get the students to explain this as they view the slide, then consolidate with simple explanation (in purple box). Give out the cut out pieces from slide 4, and ask the students it they can arrange them to show the 3 steps in classical conditioning of attachment (arrange them as shown for classical conditioning of the dog in slide 2). Turn back to slide 2 as they are doing this.
- Now switch to attachment explanation. As with the ‘dogs’ slide 1, show that the baby is innately programmed to respond to food, but not innately programmed to respond to the mother. Get the students to explain this as they view the slide, then consolidate with simple explanation (in purple box). Give out the cut out pieces from slide 4, and ask the students it they can arrange them to show the 3 steps in classical conditioning of attachment (arrange them as shown for classical conditioning of the dog in slide 2). Turn back to slide 2 as they are doing this.
- Copy and complete, to summarise. Students in groups of 3, role play the process of classical conditioning of attachment. One student plays mother, one baby, and one is the narrator who explains what is happening at each stage.