Journal articles: 'Operant conditioning'

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Staddon, J. E. R., and D. T. Cerutti. "Operant Conditioning." Annual Review of Psychology 54, no. 1 (February 2003): 115–44. http://dx.doi.org/10.1146/annurev.psych.54.101601.145124.

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Staddon, John, and Yael Niv. "Operant conditioning." Scholarpedia 3, no. 9 (2008): 2318. http://dx.doi.org/10.4249/scholarpedia.2318.

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Eder, Andreas B., Anand Krishna, and Pieter Van Dessel. "Operant evaluative conditioning." Journal of Experimental Psychology: Animal Learning and Cognition 45, no. 1 (January 2019): 102–10. http://dx.doi.org/10.1037/xan0000189.

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Neff, Ellen P. "Automatic operant conditioning." Lab Animal 48, no. 5 (April 18, 2019): 139. http://dx.doi.org/10.1038/s41684-019-0301-2.

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Brembs, BjÃÂÃÂ¶rn. "Aplysia operant conditioning." Scholarpedia 9, no. 1 (2014): 4097. http://dx.doi.org/10.4249/scholarpedia.4097.

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Shammas, R. A., A. L. Denison, T. W. Pfennig, D. P. Hemker, and R. B. Stephenson. "Baroreflex unimpaired by operant avoidance or classical aversive conditioning in dogs." American Journal of Physiology-Regulatory, Integrative and Comparative Physiology 254, no. 6 (June 1, 1988): R1025—R1034. http://dx.doi.org/10.1152/ajpregu.1988.254.6.r1025.

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Previous studies showed that baroreflex control of heart rate is impaired during operant shock avoidance conditioning and classical aversive conditioning. However, the effects of such "emotionally stressful" paradigms on the ability of the baroreflex to control arterial pressure have not been directly assessed. We prepared the carotid sinus regions of dogs for reversible isolation from the systemic circulation, and we derived complete stimulus-response relations for the effects of carotid sinus pressure on both heart rate and arterial pressure. For any given carotid sinus pressure, arterial pressure and heart rate were higher during operant shock-avoidance conditioning and during classical aversive conditioning than in a neutral environment, which indicates an upward resetting of the baroreflex. However, threshold and saturation carotid sinus pressures were unaffected by operant conditioning or classical conditioning, which indicates that the baroreceptors themselves were not reset. The ranges over which the carotid baroreflex could vary arterial pressure and heart rate were significantly increased during both operant conditioning and classical conditioning. Baroreflex gain was unchanged during operant conditioning and was significantly increased during classical conditioning. We conclude that the baroreflex is not impaired during operant shock-avoidance conditioning or classical aversive conditioning in dogs. However, the baroreflex is reset and regulates blood pressure at an elevated level.

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Hu, Jiaxi. "Operant Conditioning in Child Psychology: Understanding the Influence of Rewards and Punishments on Childrens Behavior." Lecture Notes in Education Psychology and Public Media 44, no. 1 (April 18, 2024): 259–65. http://dx.doi.org/10.54254/2753-7048/44/20230161.

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Operant conditioning was developed by American psychologist B.F. Skinner in the middle of the 20th century after extensive research on the principles of operant conditioning. Operant conditioning is an important concept in the field of psychology, especially child psychology. It focuses on the relationship between behavior and its consequences as a specific learning process. Operant conditioning emphasizes how behavior is influenced by rewards and punishments and ultimately determines the frequency and persistence of behavior. Overall, operant conditioning is highly relevant in child psychology, which provides practical tools for shaping and modifying childrens behaviors and habits. For parents, educators, and clinical psychologists, appropriate rewards and punishments can help children develop positive behavior patterns and reduce the occurrence of undesirable behaviors.

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Stach, Jens. "How memorable experiences influence brand preference." Qualitative Market Research: An International Journal 20, no. 4 (September 11, 2017): 394–415. http://dx.doi.org/10.1108/qmr-03-2016-0023.

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Purpose This paper aims to illuminate mechanisms through which memorable experiences with brands create lasting preferences. It is based on the proposition that intense positive (negative) affective consumption in the consumer’s youth creates powerful imprints, which influence brand preference (distaste) throughout life. Design/methodology/approach Autobiographical memories with Nutella are retrieved from three different user groups, i.e. heavy-, light- and non-users. The retrieved memory narratives are analysed using conditioning theory, i.e. operant, classical or no conditioning are identified and compared across groups. Findings The research’s central proposition is affirmed, yet the dominant form of conditioning mechanism differs per group. Operant conditioning outperforms classical conditioning in creating strong and lasting preferences. Heavy- and non-users predominantly exhibit in-tensely positive and negative operant conditioning, respectively. Light-users on the other hand recall less affectively intense consumption experiences, mainly featuring classical conditioning. The light-users’ recollections suggest a mere exposure effect to be more appropriate in describing the preference formation in this user group. Research limitations/implications Users not having experienced affectively intense consumption, i.e. light-users, are likely to be influenced in their preference over time through other factors, which this paper does not focus on. Practical implications Memory elicitation and exploration provides valuable insights to shape both promotional as well as advertising strategies. Originality/value The study extends existing theory on conditioning in marketing by first using a novel qualitative approach to analyse conditioning procedures in real-life settings, and second, it highlights operant conditioning’s superior ability in creating lasting preferences.

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Sommer, Werner, and Stefan Schweinberger. "Operant conditioning of P300." Biological Psychology 33, no. 1 (May 1992): 37–49. http://dx.doi.org/10.1016/0301-0511(92)90004-e.

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Brembs, Björn. "Operant conditioning in invertebrates." Current Opinion in Neurobiology 13, no. 6 (December 2003): 710–17. http://dx.doi.org/10.1016/j.conb.2003.10.002.

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Touretzky, David S., and Lisa M. Saksida. "Operant Conditioning in Skinnerbots." Adaptive Behavior 5, no. 3-4 (January 1997): 219–47. http://dx.doi.org/10.1177/105971239700500302.

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Kim, Kyoungsoon, Ethan Oblak, Kathleen Manella, and James Sulzer. "Simulated operant reflex conditioning environment reveals effects of feedback parameters." PLOS ONE 19, no. 3 (March 21, 2024): e0300338. http://dx.doi.org/10.1371/journal.pone.0300338.

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Operant conditioning of neural activation has been researched for decades in humans and animals. Many theories suggest two parallel learning processes, implicit and explicit. The degree to which feedback affects these processes individually remains to be fully understood and may contribute to a large percentage of non-learners. Our goal is to determine the explicit decision-making processes in response to feedback representing an operant conditioning environment. We developed a simulated operant conditioning environment based on a feedback model of spinal reflex excitability, one of the simplest forms of neural operant conditioning. We isolated the perception of the feedback signal from self-regulation of an explicit unskilled visuomotor task, enabling us to quantitatively examine feedback strategy. Our hypothesis was that feedback type, biological variability, and reward threshold affect operant conditioning performance and operant strategy. Healthy individuals (N = 41) were instructed to play a web application game using keyboard inputs to rotate a virtual knob representative of an operant strategy. The goal was to align the knob with a hidden target. Participants were asked to “down-condition” the amplitude of the virtual feedback signal, which was achieved by placing the knob as close as possible to the hidden target. We varied feedback type (knowledge of performance, knowledge of results), biological variability (low, high), and reward threshold (easy, moderate, difficult) in a factorial design. Parameters were extracted from real operant conditioning data. Our main outcomes were the feedback signal amplitude (performance) and the mean change in dial position (operant strategy). We observed that performance was modulated by variability, while operant strategy was modulated by feedback type. These results show complex relations between fundamental feedback parameters and provide the principles for optimizing neural operant conditioning for non-responders.

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Grantham, Todd. "Do operant behaviors replicate?" Behavioral and Brain Sciences 24, no. 3 (June 2001): 538–39. http://dx.doi.org/10.1017/s0140525x01334167.

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Operant conditioning is not a selection process. According to Hull et al., selection processes require entities that reproduce to form lineages. However, since operant behaviors do not reproduce, operant conditioning is not a selection process.

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Grace, Randolph C., and John A. Nevin. "Behavioral momentum and Pavlovian conditioning." Behavioral and Brain Sciences 27, no. 5 (October 2004): 695–97. http://dx.doi.org/10.1017/s0140525x04230163.

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The constructs of behavioral mass in research on the momentum of operant behavior and associative strength in Pavlovian conditioning have some interesting parallels, as suggested by Savastano & Miller. Some recent findings challenge the strict separation of operant and Pavlovian determiners of response rate and resistance to change in behavioral momentum, renewing the need for research on the interaction of processes that have traditionally been studied separately. Relatedly, Furedy notes that some autonomic responses may be refractory to conditioning, but a combination of operant contingencies and enriched Pavlovian stimulus-reinforcer relations may prove effective.

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Lancioni, Giulio E., Frans Coninx, and Paul M. Smeets. "A Classical Conditioning Procedure for the Hearing Assessment of Multiply Handicapped Persons." Journal of Speech and Hearing Disorders 54, no. 1 (February 1989): 88–93. http://dx.doi.org/10.1044/jshd.5401.88.

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The present study evaluated the viability of a classical conditioning procedure with an air puff as unconditioned stimulus for the hearing assessment of multiply handicapped children and adolescents. All subjects were also exposed to operant conditioning, which consisted of a modified visual reinforcement audiometry (VRA) procedure or involved edible reinforcement contingent on a reaching response (for blind subjects). The findings indicate that the classical conditioning procedure was successful with 21 of the 23 subjects, whereas operant conditioning succeeded with 15 of the subjects. Thresholds obtained with classical conditioning were mostly equal to or within 10 dB of those obtained with operant conditioning and also matched previously available hearing estimates. These findings seem to suggest that the classical procedure can be a useful behavioral alternative for audiological assessment.

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Castellanos, J. A. "Verbal Behavior and Operant Conditioning." Quaderns de Psicologia, no. 3 (September 15, 2009): 33. http://dx.doi.org/10.5565/rev/qpsicologia.332.

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Dragoi, Valentin, and J. E. R. Staddon. "The dynamics of operant conditioning." Psychological Review 106, no. 1 (1999): 20–61. http://dx.doi.org/10.1037/0033-295x.106.1.20.

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Gaudiano, Paolo, Dimitrij Surmeli, and Frank D. M. Wilson. "Gated dipoles for operant conditioning." Neural Networks 7, no. 2 (January 1994): 405–6. http://dx.doi.org/10.1016/0893-6080(94)90033-7.

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Dougher, Michael J., John R. Crossen, and R. J. Garland. "An Experimental Test of Cautela's Operant Explanation of Covert Conditioning Procedures." Behavioural and Cognitive Psychotherapy 14, no. 3 (July 1986): 226–48. http://dx.doi.org/10.1017/s0141347300014750.

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Although covert conditioning procedures are widely employed by behavior therapists, the literature is marked by considerable procedural variability and inconsistent results. Part of the problem is attributable to the lack of a generally agreed upon and experimentally supported theoretical account of covert conditioning procedures. Inasmuch as the procedural arrangements of covert conditioning techniques depend upon the underlying theoretical framework, it is important that the framework be experimentally supported. One prominent theoretical account of covert conditioning is the operant account proposed by the main proponent of covert conditioning, Joseph Cautela. As an explanation of the clinical effects of covert conditioning, however, Cautela's account has not been adequately tested. Two experiments were conducted, the purpose of which were to conduct laboratory analogue tests of Cautela's account of covert conditioning by examining the effects of covert reinforcement and covert punishment procedures on the subsequent free-operant rate of selected target responses of college students. The results failed to support Cautela's operant explanation of covert conditioning.

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Lousberg, R., N. H. Groenman, A. J. M. Schmidt, and A. A. C. M. Gielen. "Operant Conditioning of the Pain Experience." Perceptual and Motor Skills 83, no. 3 (December 1996): 883–900. http://dx.doi.org/10.2466/pms.1996.83.3.883.

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Two experiments were carried out to study operant conditioning of pain report. Further, it was investigated whether pain-related psychophysiological and psychological measures (skin conductance response and magnitude matching) could also be conditioned operantly. In both experiments subjects received 12 painful electric shocks of equal intensity. In Exp. 1 healthy subjects were assigned to either a control group or an up-conditioning group. Up-conditioning occurred by verbally rewarding increases in pain report and punishing decreases. Analyses indicated that up-conditioning of both pain report and the pain-related psychophysiological measures succeeded. To rule out alternative explanations of the results (attention shift towards pain and conditioning of anxiety) the verbal punishments were adjusted in Exp. 2. A down-conditioning group was also added. The attempt to replicate the results of Exp. 1 failed and down-conditioning of the pain report could not be established. These inconsistent results are most probably due to modified punishment of responses. The consequences for the results of Exp. 1 are discussed. Based on the results of post hoc analyses, some suggestions are made for operant conditioning studies of pain.

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Carp, Jonathan S., Ann M. Tennissen, Xiang Yang Chen, and Jonathan R. Wolpaw. "H-Reflex Operant Conditioning in Mice." Journal of Neurophysiology 96, no. 4 (October 2006): 1718–27. http://dx.doi.org/10.1152/jn.00470.2006.

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Rats, monkeys, and humans can alter the size of their spinal stretch reflex and its electrically induced analog, the H-reflex (HR), when exposed to an operant conditioning paradigm. Because this conditioning induces plasticity in the spinal cord, it offers a unique opportunity to identify the neuronal sites and mechanisms that underlie a well-defined change in a simple behavior. To facilitate these studies, we developed an HR operant conditioning protocol in mice, which are better suited to genetic manipulation and electrophysiological spinal cord study in vitro than rats or primates. Eleven mice under deep surgical anesthesia were implanted with tibial nerve stimulating electrodes and soleus and gastrocnemius intramuscular electrodes for recording ongoing and stimulus-evoked EMG activity. During the 24-h/day computer-controlled experiment, mice received a liquid reward for either increasing (up-conditioning) or decreasing (down-conditioning) HR amplitude while maintaining target levels of ongoing EMG and directly evoked EMG (M-responses). After 3–7 wk of conditioning, the HR amplitude was 133 ± 7% (SE) of control for up-conditioning and 71 ± 8% of control for down-conditioning. HR conditioning was successful (i.e., ≥20% change in HR amplitude in the appropriate direction) in five of six up-conditioned animals (mean final HR amplitude = 139 ± 5% of control HR for successful mice) and in four of five down-conditioned animals (mean final HR amplitude = 63 ± 8% of control HR for successful mice). These effects were not attributable to differences in the net level of motoneuron pool excitation, stimulation strength, or distribution of HR trials throughout the day. Thus mice exhibit HR operant conditioning comparable with that observed in rats and monkeys.

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Lawson, Timothy J. "The Media Assignment: Enhancing Psychology Students’ Ability to Apply Their Knowledge of Psychology." Teaching of Psychology 21, no. 3 (October 1994): 157–59. http://dx.doi.org/10.1177/009862839402100307.

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In this study, I explore whether a media assignment, similar to that used by Rider (1992), increased introductory psychology students’ ability to apply their knowledge of psychological concepts to examples of real-world events. Students collected examples from the popular media that illustrated either operant-or classical-conditioning concepts. Afterward, they took a quiz that contained factual and applied multiple-choice questions on these concepts. Students who collected examples of operant-conditioning concepts performed better than other students on quiz questions designed to assess their ability to apply their knowledge of operant conditioning. However, students who collected examples of classical-conditioning concepts did not outperform other students on applied classical-conditioning questions. Media assignments may enhance students’ learning and their ability to apply course knowledge to real-world events.

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Antoni, Andri. "Implementasi Teori Operant Conditioning B.F. Skinner Dalam Pembelajaran Pendidikan Agama Islam." Counselia; Jurnal Bimbingan Konseling Pendidikan Islam 5, no. 1 (March 29, 2024): 181–91. http://dx.doi.org/10.31943/counselia.v5i1.84.

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Tujuan dari penulisan artikel ini adalah untuk mengatahui bagaimana proses penerapan teori belajar Operant Conditioning B.F Skiner dalam pembelajaran Pendidikan Agama Islam, terdapat beberapa pembahasan meliputi; penjelasan teori behaviorisme Operant Conditioning B.F. Skiner, kemudian menelaah kelebihan dan kekurangan teori tersebut sebelum diterapkan dalam pendidikan dan mengetahui pengembangan teori Operant Conditioning B.F Skiner dalam pembelajaran Pendidikan Agama Islam (PAI) serta menelaah kelebihan dan kekurangan setelah teori belajar Operant Conditioning B.F Skinner diaplikasi kepada siswa-siswa di sekolah. Metode penelitian dilakukan dengan studi kepustakaan sebagai teknik pengumpulan data dengan mengadakan studi penelaahan terhadap buku-buku, literatur-literatur yang berkaitan dengan masalah yang dipecahkan. Hasilnya dapat mengetahui teori B.F Skinner sebagai teori pengembangan Classical Conditioning Ivan Pavlov dan mengamati proses percobaan teori B.F Skinner pada hewan yang menghasilkan perubahan perilaku terhadap hewan tersebut disertai dengan kelemahan dan keunggulan dalam proses percobaan. Kemudian melakukan pengembangan teori ini pada siswa dalam pembelajaran Pendidikan Agama Islam (PAI) sebagai perubahan tingkah laku yang diharapkan sesuai dengan pembelajaran di sekolah disertai keunggulan dan kelemahan dalam proses pengembangannya dalam pembelajaran Pendidikan Agama Islam (PAI).

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Sheldon, Jane P. "Operant Conditioning Concepts in Introductory Psychology Textbooks and Their Companion Web Sites." Teaching of Psychology 29, no. 4 (October 2002): 281–85. http://dx.doi.org/10.1207/s15328023top2904_04.

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Psychology instructors and textbook authors rate operant conditioning as one of the most essential concepts for students to learn, yet textbook writers, as well as students, can fall prey to misconceptions. This study is a content analysis of the presentation of operant conditioning in introductory psychology textbooks and their companion Web sites to discover if these information sources assist student learning or add to confusion. Results indicate that the failure to refer to changes in the likelihood of the organism's behavior when discussing operant conditioning was extremely common; this problem should be remedied to reduce students' misunderstandings.

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Bulla, Andrew J., and Michael Woodcock. "Ratsketball: Using low-cost 3D-printed operant chambers to probe for generative learning." Revista Mexicana de Análisis de la Conducta 50, no. 1 (June 1, 2024): 67–84. http://dx.doi.org/10.5514/rmac.v50.i1.88703.

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The cost of operant chambers used to teach students basic concepts and principles of behavior analysis and learning has increased across time, adding a barrier for instructors who wish to incorporate animal models within their laboratory courses, instead using virtual and analog models. Researchers have begun to investigate the use of 3D-printed operant chambers in laboratory classes as a low-cost alternative to traditional operant chambers. The current paper extends the literature on low-cost alternatives and provides an overview of the methodology to create and use 3D-printed operant chambers designed to function as basketball courts. In addition to specific instructions to assemble these boxes, we present a rationale as to how instructors can use these chambers in assignments designed to teach concepts and principles of operant conditioning, while establishing novel topographies of behavior not commonly seen in rats (i.e., placing basketball in hoop). We present sample data from the course assignment to highlight the utility of these chambers. It is our hope that researchers and instructors can use these methods to replicate this novel extension of traditional operant conditioning procedures to behaviors not commonly established in operant conditioning laboratories.

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Azzahrah Dwi Nur Maulina, Destriani, and Perdana Kusuma. "Implementasi “Operant Conditioning Theory” dalam dunia kerja pada Karyawan Outsourcing PT Bhima Mitra Prima." Jurnal Riset Sains dan Kesehatan Indonesia 1, no. 2 (June 30, 2024): 55–63. http://dx.doi.org/10.69930/jrski.v1i2.76.

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Penelitian ini bertujuan untuk mengidentifikasi penerapan teori "Operant Conditioning" terhadap motivasi kerja karyawan outsourcing di PT Bhima Mitra Prima. Metode yang digunakan adalah psikoedukasi. Psikoedukasi yang dilakukan terhadap 30 karyawan outsourcing untuk meningkatkan pemahaman mereka terkait teori "Operant Conditioning". Teknik pengumpulan data meliputi wawancara dan kuesioner, dengan analisis statistik inferensial menggunakan SPSS versi 24. Hasil penelitian menunjukkan peningkatan signifikan dalam pemahaman karyawan terhadap teori "Operant Conditioning" setelah diberikan psikoedukasi yang dilihat dari uji paired sample t-test menunjukkan perbedaan yang signifikan antara nilai pretest dan posttest (sig. 0,000< 0,05). Penerapan sistem reward dan punishment menghasilkan sebanyak 14 karyawan menerima reward, sementara 1 karyawan mendapatkan punishment dalam bentuk surat peringatan. Penerapan reward dan punishment selama 4 bulan di PT Bhima Mitra Prima ini menghasilkan dampak positif terhadap motivasi kerja karyawan outsourcing. Kesimpulan penelitian ini adalah terdapat peningkatan pemahaman karyawan sebelum dan sesudah psikoedukasi terkait implementasi “Operant Conditioning Theory” . Penerapan reward dan punishment juga efektif dalam meningkatkan motivasi kerja karyawan outsourcing di PT Bhima Mitra Prima.

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Nargeot, R., D. A. Baxter, G. W. Patterson, and J. H. Byrne. "Dopaminergic Synapses Mediate Neuronal Changes in an Analogue of Operant Conditioning." Journal of Neurophysiology 81, no. 4 (April 1, 1999): 1983–87. http://dx.doi.org/10.1152/jn.1999.81.4.1983.

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Dopaminergic synapses mediate neuronal changes in an analogue of operant conditioning. Feeding behavior in Aplysiacan be modified by operant conditioning in which contingent reinforcement is conveyed by the esophageal nerve (E n.). A neuronal analogue of this conditioning in the isolated buccal ganglia was developed by using stimulation of E n. as an analogue of contingent reinforcement. Previous studies indicated that E n. may release dopamine. We used a dopamine antagonist (methylergonovine) to investigate whether dopamine mediated the enhancement of motor patterns in the analogue of operant conditioning. Methylergonovine blocked synaptic connections from the reinforcement pathway and the contingent-dependent enhancement of the reinforced pattern. These results suggest that dopamine mediates at least part of the neuronal modifications induced by contingent reinforcement.

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Rahayu, Agustina, Wahyuni Ismail, and Saprin . "PENERAPAN PENDEKATAN BEHAVIORAL OPERANT CONDITIONING PADA PEMBELAJARAN PAI DI SMA NEGERI 3 GOWA." Inspiratif Pendidikan 7, no. 2 (December 1, 2018): 171. http://dx.doi.org/10.24252/ip.v7i2.7848.

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This study aims to find out the application of behavioral operant conditioning approach in learning Islamic education in state high school 3 Gowa, knowing the supporting factors and inhibiting the application of behavioral operant conditioning approach in Islamic education learning in state high school 3 Gowa and to know the result of applying behavioral operant conditioning approach on Islamic education learning in state high school 3 Gowa. The type of research used is descriptive qualitative research. This thesis uses primary and secondary data sources. Methods of data collection are observation, interview and documentation. Data analysis is data reduction, display data (presentation of data) and conclusion. The results showed that the implementation of behavioral operant conditioning approach on learning Islamic education in state high school 3 Gowa has been running well because Islamic education teachers have made lesson plans, implement learning according to lesson plan and evaluate to students on each sub-subject matter that can not be separated from provision of positive and negative reinforcement, although sometimes in the implementation of learning is less in accordance with the lesson plan that has been made by teachers Islamic education. In addition, after applying the behavioral operant conditioning approach to Islamic education learning in state high school 3 Gowa teachers also gained advantages and disadvantages of behavioral operant conditioning approach. The advantages obtained are students more enthusiastic and competing in following the learning process, can change student behavior to be better and motivated students in order to learn more enterprising. While the lack of a student who feels envy to students who excel and student behavior more wins.

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Lukas, Kristen E., M. Jackson Marr, and Terry L. Maple. "Teaching Operant Conditioning at the Zoo." Teaching of Psychology 25, no. 2 (April 1998): 112–16. http://dx.doi.org/10.1207/s15328023top2502_7.

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Psychology instructors often visit zoos with their classes to teach about observational data collection methods and animal behavior. Unfortunately, they do not generally introduce the positive reinforcement training techniques used in zoos as models of applied operant conditioning. In this article, we describe a partnership between Zoo Atlanta and the Georgia Institute of Technology in teaching the principles of operant conditioning to undergraduate students in an experimental psychology class. The experience provided a valuable educational opportunity to students who simultaneously assisted zoo keepers with the management of animals in their care. According to both informal and formal student evaluations, the laboratory was an effective way to convey the principles of operant conditioning in an applied setting.

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Stein, Larry. "BIOLOGICAL SUBSTRATES OF OPERANT CONDITIONING AND THE OPERANT-RESPONDENT DISTINCTION." Journal of the Experimental Analysis of Behavior 67, no. 2 (March 1997): 246–53. http://dx.doi.org/10.1901/jeab.1997.67-246.

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Firdaus, Mohammad, and Nurul Yaqin. "STUDI KASUS PENDEKATAN BEHAVIORAL MODEL OPERANT CONDITIONING DALAM MEMBENTUK KARAKTER SISWA DI SMPIT ANNUR." Reflektika 15, no. 2 (December 15, 2020): 217. http://dx.doi.org/10.28944/reflektika.v15i2.605.

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Krisis multidimensional secara terang-terangan telah mereduksi nilai karakter. Kemerosotan karakter telah menimpa seluruh generasi, tak terkecuali generasi muda yang akan melanjutkan estafeta kehidupan selanjutanya. Karakter generasi muda adalah ujung tombak nasib bangsa ke depan. Penanaman karakter kepada siswa mutlak diejawantahkan. Salah satu pendeketan untuk membentuk karakter siswa di SMPIT Annur adalah pendekatan behavioral dengan model operant conditioning. Penelitian ini menggunakan pendekatan kualitatif. Teknik pengumpulan data dengan cara wawancara, observasi, dan dokumentasi. Hasil penelitain menunjukkan bahwa pembentukan karakter siswa di SMPIT Annur melalui pendekatan behavioral model operant conditioning dapat dilakukan dengan strategi penguatan (reinforcement) positif dan negatif, hukukman (punishment), dan pembentukan (shaping). Namun, dalam penerapannya dalam membentuk karakter siswa di SMPIT Annur model operant conditioning memiliki kelebihan dan kelemahan.

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Ridwani, Ahmad Ansor, and Mukhibat. "Implementasi Operant Conditioning sebagai Inovasi dalam Budaya Mutu Sekolah." Excelencia: Journal of Islamic Education & Management 2, no. 02 (November 23, 2022): 153–64. http://dx.doi.org/10.21154/excelencia.v2i02.1199.

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Fenomena Covid-19 sangat berimbas besar dalam dunia pendidikan di Indonesia. Dengan tidak adanya interaksi antar warga sekolah, secara tidak langsung budaya mutu sekolah terganggu dan bahkan terhenti karena budaya mutu sekolah secara umum membutuhkan interaksi antar warga sekolah. Jika budaya mutu sekolah terganggu, maka kualitas sekolah juga akan berpengaruh. Agar kualitas mutu sekolah tetap terjamin, maka perlu adanya inovasi dalam pelaksanaan budaya mutu sekolah. Strategi operant conditioning menjadi salah satu solusi dari permasalahan keterbatasan waktu dan interaksi pada budaya mutu sekolah dimasa pandemi. Adapun tujuan dari penelitian ini yaitu untuk mendeskripsikan: (1) strategi operant conditioning dalam budaya mutu sekolah. (2) implemetasi operant conditioning dalam budaya mutu sekolah. Metode yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif. Teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Berdasarkan hasil penelitian menunjukkan bahwa: (1) Operant conditioning dalam budaya mutu sekolah dapat menggunakan beberapa strategi antara lain: penerapan kebijakan, dan penggunaan sistem online. Penerapan kebijakan dapat menggunakan beberapa hal antara lain: penggunakan SOP, pembiasaan New Normal, dan perubahan sistem pembelajaran. Penggunaan sistem online dapat dilakukan dengan beberapa tindakan antara lain: penggunaan platform Whatsapp sebagai media interaksi dan sarana pendekatan emosional, penggunaan situs Masterweb sebagai inovasi dalam pelaksanaan budaya sekolah. (2) Implementasi inovasi operant conditioning dalam budaya mutu sekolah dapat menggunakan 4 sistem pengondisian yaitu: penguatan positif (positif reinforcement), penguatan negatif (negatif reinforcement), hukuman negatif (negative punishment), hukuman positif (positif punishment). Semua memiliki dampak positif yang ditimbulkan antara lain: meningkatkan nilai religius, nasionalis, cinta lingkungan, sopan santun dan disiplin.

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Kobayashi, Shunsuke, Wolfram Schultz, and Masamichi Sakagami. "Operant Conditioning of Primate Prefrontal Neurons." Journal of Neurophysiology 103, no. 4 (April 2010): 1843–55. http://dx.doi.org/10.1152/jn.00173.2009.

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An operant is a behavioral act that has an impact on the environment to produce an outcome, constituting an important component of voluntary behavior. Because the environment can be volatile, the same action may cause different consequences. Thus to obtain an optimal outcome, it is crucial to detect action–outcome relationships and adapt the behavior accordingly. Although prefrontal neurons are known to change activity depending on expected reward, it remains unknown whether prefrontal activity contributes to obtaining reward. We investigated this issue by setting variable relationships between levels of single-neuron activity and rewarding outcomes. Lateral prefrontal neurons changed their spiking activity according to the specific requirements for gaining reward, without the animals making a motor response. Thus spiking activity constituted an operant response. Data from a control task suggested that these changes were unlikely to reflect simple reward predictions. These data demonstrate a remarkable capacity of prefrontal neurons to adapt to specific operant requirements at the single-neuron level.

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Stein, Larry, Bao G. Xue, and James D. Belluzzi. "A CELLULAR ANALOGUE OF OPERANT CONDITIONING." Journal of the Experimental Analysis of Behavior 60, no. 1 (July 1993): 41–53. http://dx.doi.org/10.1901/jeab.1993.60-41.

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FUJI, KENICHI. "Operant Conditioning in Goldfish (Carassius auratus)." Japanese Journal of Animal Psychology 45, no. 2 (1995): 51–65. http://dx.doi.org/10.2502/janip.45.51.

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Engel, Bernard T., and Stephen P. Hansen. "OPERANT CONDITIONING OF HEART RATE SLOWING." Psychophysiology 3, no. 2 (January 30, 2007): 176–87. http://dx.doi.org/10.1111/j.1469-8986.1966.tb02693.x.

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Svartdal, Frode. "Is awareness necessary for operant conditioning?" Behavioral and Brain Sciences 17, no. 3 (September 1994): 424–25. http://dx.doi.org/10.1017/s0140525x00035354.

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Anderson, James R., Catherine Fritsch, and Bernadette Favre. "Operant conditioning of scratching in lemurs." Primates 31, no. 4 (October 1990): 611–15. http://dx.doi.org/10.1007/bf02382546.

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Vaughan, Alison, Anne Marie de Passillé, Joseph Stookey, and Jeffrey Rushen. "Operant conditioning of urination by calves." Applied Animal Behaviour Science 158 (September 2014): 8–15. http://dx.doi.org/10.1016/j.applanim.2014.06.009.

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Debeer, Elise, Filip Raes, J. Mark G. Williams, Miet Craeynest, and Dirk Hermans. "Operant conditioning of autobiographical memory retrieval." Memory 22, no. 3 (February 28, 2013): 171–83. http://dx.doi.org/10.1080/09658211.2013.774419.

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Fantino, Edmund, and Stephanie Stolarz-Fantino. "Fish displaying and infants sucking: The operant side of the social behavior coin." Behavioral and Brain Sciences 23, no. 2 (April 2000): 254–55. http://dx.doi.org/10.1017/s0140525x00282435.

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We applaud Domjan et al. for providing an elegant account of Pavlovian feed-forward mechanisms in social behavior that eschews the pitfall of purposivism. However, they seem to imply that they have provided a complete account without provision for operant conditioning. We argue that operant conditioning plays a central role in social behavior, giving examples from fish and infant behavior.

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Huang, Jing, Xiaogang Ruan, Naigong Yu, Qingwu Fan, Jiaming Li, and Jianxian Cai. "A Cognitive Model Based on Neuromodulated Plasticity." Computational Intelligence and Neuroscience 2016 (2016): 1–15. http://dx.doi.org/10.1155/2016/4296356.

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Associative learning, including classical conditioning and operant conditioning, is regarded as the most fundamental type of learning for animals and human beings. Many models have been proposed surrounding classical conditioning or operant conditioning. However, a unified and integrated model to explain the two types of conditioning is much less studied. Here, a model based on neuromodulated synaptic plasticity is presented. The model is bioinspired including multistored memory module and simulated VTA dopaminergic neurons to produce reward signal. The synaptic weights are modified according to the reward signal, which simulates the change of associative strengths in associative learning. The experiment results in real robots prove the suitability and validity of the proposed model.

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Svartdal, Frode, and Tord Mortensen. "Effects of Reinforcer Value on Sensitivity to Non-Verbal Operant Contingencies in Humans." Quarterly Journal of Experimental Psychology Section A 46, no. 2 (May 1993): 347–64. http://dx.doi.org/10.1080/14640749308401050.

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The present experiment investigated effects of reinforcer value on sensitivity to operant force contingencies in humans. Subjects were exposed to non-salient, non-verbal operant contingencies with feedback stimuli of either low or high motivational value. Subjects who received feedback stimuli with back-up reinforcers of high motivational value demonstrated reliable adjustment to the arranged force contingencies, whereas force changes in subjects receiving low motivational feedback stimuli were unreliable. In accordance with standard animal findings, these results indicate that reinforcer value may affect operant conditioning in humans, but its effects are hypothesized to be confined to conditioning that is not mediated verbally.

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Thompson, Aiko K., Rachel H. Cote, Janice M. Sniffen, and Jodi A. Brangaccio. "Operant conditioning of the tibialis anterior motor evoked potential in people with and without chronic incomplete spinal cord injury." Journal of Neurophysiology 120, no. 6 (December 1, 2018): 2745–60. http://dx.doi.org/10.1152/jn.00362.2018.

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The activity of corticospinal pathways is important in movement control, and its plasticity is essential for motor skill learning and re-learning after central nervous system (CNS) injuries. Therefore, enhancing the corticospinal function may improve motor function recovery after CNS injuries. Operant conditioning of stimulus-induced muscle responses (e.g., reflexes) is known to induce the targeted plasticity in a targeted pathway. Thus, an operant conditioning protocol to target the corticospinal pathways may be able to enhance the corticospinal function. To test this possibility, we investigated whether operant conditioning of the tibialis anterior (TA) motor evoked potential (MEP) to transcranial magnetic stimulation can enhance corticospinal excitability in people with and without chronic incomplete spinal cord injury (SCI). The protocol consisted of 6 baseline and 24 up-conditioning/control sessions over 10 wk. In all sessions, TA MEPs were elicited at 10% above active MEP threshold while the sitting participant provided a fixed preset level of TA background electromyographic activity. During baseline sessions, MEPs were simply measured. During conditioning trials of the conditioning sessions, the participant was encouraged to increase MEP and was given immediate feedback indicating whether MEP size was above a criterion. In 5/8 participants without SCI and 9/10 with SCI, over 24 up-conditioning sessions, MEP size increased significantly to ~150% of the baseline value, whereas the silent period (SP) duration decreased by ~20%. In a control group of participants without SCI, neither MEP nor SP changed. These results indicate that MEP up-conditioning can facilitate corticospinal excitation, which is essential for enhancing motor function recovery after SCI. NEW & NOTEWORTHY We investigated whether operant conditioning of the motor evoked potential (MEP) to transcranial magnetic stimulation can systematically increase corticospinal excitability for the ankle dorsiflexor tibialis anterior (TA) in people with and without chronic incomplete spinal cord injury. We found that up-conditioning can increase the TA MEP while reducing the accompanying silent period (SP) duration. These findings suggest that MEP up-conditioning produces the facilitation of corticospinal excitation as targeted, whereas it suppresses inhibitory mechanisms reflected in SP.

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Thompson, Aiko K., Gina Fiorenza, Lindsay Smyth, Briana Favale, Jodi Brangaccio, and Janice Sniffen. "Operant conditioning of the motor-evoked potential and locomotion in people with and without chronic incomplete spinal cord injury." Journal of Neurophysiology 121, no. 3 (March 1, 2019): 853–66. http://dx.doi.org/10.1152/jn.00557.2018.

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Foot drop is very common among people with chronic incomplete spinal cord injury (SCI) and likely stems from SCI that disturbs the corticospinal activation of the ankle dorsiflexor tibialis anterior (TA). Thus, if one can recover or increase the corticospinal excitability reduced by SCI, motor function recovery may be facilitated. Here, we hypothesized that in people suffering from weak dorsiflexion due to chronic incomplete SCI, increasing the TA motor-evoked potential (MEP) through operant up-conditioning can improve dorsiflexion during locomotion, while in people without any injuries, it would have little impact on already normal locomotion. Before and after 24 MEP conditioning or control sessions, locomotor electromyography (EMG) and kinematics were measured. This study reports the results of these locomotor assessments. In participants without SCI, locomotor EMG activity, soleus Hoffmann reflex modulation, and joint kinematics did not change, indicating that MEP up-conditioning or repeated single-pulse transcranial magnetic stimulation (i.e., control protocol) does not influence normal locomotion. In participants with SCI, MEP up-conditioning increased TA activity during the swing-to-swing stance transition phases and ankle joint motion during locomotion in the conditioned leg and increased walking speed consistently. In addition, the swing-phase TA activity and ankle joint motion also improved in the contralateral leg. The results are consistent with our hypothesis. Together with the previous operant conditioning studies in humans and rats, the present study suggests that operant conditioning can be a useful therapeutic tool for enhancing motor function recovery in people with SCI and other central nervous system disorders. NEW & NOTEWORTHY This study examined the functional impact of operant conditioning of motor-evoked potential (MEP) to transcranial magnetic stimulation that aimed to increase corticospinal excitability for the ankle dorsiflexor tibialis anterior (TA). In people with chronic incomplete spinal cord injury (SCI), MEP up-conditioning increased TA activity and improved dorsiflexion during locomotion, while in people without injuries, it had little impact on already normal locomotion. MEP conditioning may potentially be used to enhance motor function recovery after SCI.

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Krishnan, Chandramouli, Edward P. Washabaugh, Aviroop Dutt-Mazumder, Scott R. Brown, Edward M. Wojtys, and Riann M. Palmieri-Smith. "Conditioning Brain Responses to Improve Quadriceps Function in an Individual With Anterior Cruciate Ligament Reconstruction." Sports Health: A Multidisciplinary Approach 11, no. 4 (April 5, 2019): 306–15. http://dx.doi.org/10.1177/1941738119835163.

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Background: Persistent quadriceps weakness and activation failure are common in individuals with anterior cruciate ligament (ACL) reconstruction. A growing body of evidence indicates that this chronic quadriceps dysfunction could be partly mediated due to reduced corticospinal excitability. However, current rehabilitation approaches do not directly target corticospinal deficits, which may be critical for restoring optimal clinical outcomes after the surgery. This case study tested the feasibility of operant conditioning of torque responses evoked by transcranial magnetic stimulation (TMS) to improve quadriceps function after ACL reconstruction. Hypothesis: Operant conditioning of motor evoked torque responses would improve quadriceps strength, voluntary activation, and corticospinal excitability. Study Design: Case study and research report. Level of Evidence: Level 5. Methods: A 24-year-old male with an ACL reconstruction (6 months postsurgery) trained for 20 sessions (2-3 times per week for 8 weeks) to increase his TMS-induced motor evoked torque response (MEP torque) of the quadriceps muscles using operant conditioning principles. Knee extensor strength, voluntary quadriceps muscle activation, and quadriceps corticospinal excitability were evaluated at 3 time points: preintervention (pre), 4 weeks (mid), and immediately after the intervention (post). Results: The participant was able to successfully condition (ie, increase) the quadriceps MEP torque after 1 training session, and the conditioned MEP torque gradually increased over the course of 20 training sessions to reach about 500% of the initial value at the end of training. The participant’s control MEP torque values and corticospinal excitability, which were measured outside of the conditioning paradigm, also increased with training. These changes were paralleled by improvements in knee extensor strength and voluntary quadriceps muscle activation. Conclusion: This study shows that operant conditioning of MEP torque is a feasible approach to improving quadriceps corticospinal excitability and quadriceps function after ACL reconstruction and encourages further testing in a larger cohort of ACL-reconstructed individuals. Clinical Relevance: Operant conditioning may serve as a potential therapeutic adjuvant for ACL rehabilitation.

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Spencer, Gaynor E., Mustapha H. Kazmi, Naweed I. Syed, and Ken Lukowiak. "Changes in the Activity of a CPG Neuron After the Reinforcement of an Operantly Conditioned Behavior in Lymnaea." Journal of Neurophysiology 88, no. 4 (October 1, 2002): 1915–23. http://dx.doi.org/10.1152/jn.2002.88.4.1915.

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We have previously shown that the aerial respiratory behavior of the mollusk Lymnaea stagnalis can be operantly conditioned, and the central pattern generating (CPG) neurons underlying this behavior have been identified. As neural correlates of operant conditioning remain poorly defined in both vertebrates and invertebrates, we have used the Lymnaea respiratory CPG to investigate neuronal changes associated with the change in behavior after conditioning. After operant conditioning of the intact animals, semi-intact preparations were dissected, so that changes in the respiratory behavior (pneumostome openings) and underlying activity of the identified CPG neuron, right pedal dorsal 1 (RPeD1), could be monitored simultaneously. RPeD1 was studied because it initiates the rhythmic activity of the CPG and receives chemo-sensory input from the pneumostome area. Pneumostome openings and RPeD1 activity were monitored both before and after a reinforcing training stimulus applied to the open pneumostome of operantly conditioned and yoked control preparations. After presentation of the reinforcing stimulus, there was a significant reduction in both breathing behavior and RPeD1 activity in operant preparations but not in yoked and naı̈ve controls. Furthermore these changes were only significant in the subgroup of operantly conditioned animals described as good learners and not in poor learners. These data strongly suggest that changes in RPeD1 activity may underlie the behavioral changes associated with the reinforcement of operant conditioning of the respiratory behavior.

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Morris, Charles J. "THE OPERANT CONDITIONING OF RESPONSE VARIABILITY: FREE-OPERANT VERSUS DISCRETE-RESPONSE PROCEDURES." Journal of the Experimental Analysis of Behavior 47, no. 3 (May 1987): 273–77. http://dx.doi.org/10.1901/jeab.1987.47-273.

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Gutnisky, D. A., and B. S. Zanutto. "Cooperation in the Iterated Prisoner's Dilemma Is Learned by Operant Conditioning Mechanisms." Artificial Life 10, no. 4 (September 2004): 433–61. http://dx.doi.org/10.1162/1064546041766479.

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The prisoner's dilemma (PD) is the leading metaphor for the evolution of cooperative behavior in populations of selfish agents. Although cooperation in the iterated prisoner's dilemma (IPD) has been studied for over twenty years, most of this research has been focused on strategies that involve nonlearned behavior. Another approach is to suppose that players' selection of the preferred reply might be enforced in the same way as feeding animals track the best way to feed in changing nonstationary environments. Learning mechanisms such as operant conditioning enable animals to acquire relevant characteristics of their environment in order to get reinforcements and to avoid punishments. In this study, the role of operant conditioning in the learning of cooperation was evaluated in the PD. We found that operant mechanisms allow the learning of IPD play against other strategies. When random moves are allowed in the game, the operant learning model showed low sensitivity. On the basis of this evidence, it is suggested that operant learning might be involved in reciprocal altruism.

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Kausar, Ahmad, and Suyadi Suyadi. "PROBLEMATIKA MOTIVASI BELAJAR DALAM TEORI OPERANT CONDITIONING PADA PEMBELAJARAN PAI DI SDN NOGOPURO SLEMAN." Jurnal Pendidikan Dasar dan Keguruan 5, no. 2 (November 21, 2020): 1–8. http://dx.doi.org/10.47435/jpdk.v5i2.398.

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Penelitian ini bertujuan untuk mendeskripsikan problematika motivasi belajar dalam teori operant conditioning dalam pembelajaran pendidikan agama Islam dan untuk mendeskripkan faktor penghambat dari teori operant conditioning dalam pembelajaran pendidikan agama Islam. Jenis penelitian yang dilakukan oleh penulis adalah penelitian kualitatif atau penelitian lapangan. Hasil penelitian ini menunjukkan bahwa problematika motivasi belajar dalam teori operant conditioning dalam pembelajaran pendidikan Islam yang terjadi adalah adanya pemberian reward kepada siswa melahirkan rasa puas sehingga motivasi belajarnya menurun, sebaliknya ada beberapa siswa diberikan punisment melahirkan motivasi yang tinggi sehingga nilai yang dihasilkan juga tinggi. Maka dari itu, pemberian reward juga harus dibarengi dengan pendekatan yang lebih dalam untuk menghasilkan motivasi belajar yang kuat. Faktor penghambat dalam teori tersebut adalah adanya pemberian hukuman dan hasil nilai belajar siswa yang kurang diterima. Solusi yang diberikan dalam mengatasi masalah tersebut adalah dengan memberikan pendekatan personal dan memberikan penjelasan dengan tepat mengenai jawaban yang benar dan begitu pun dengan hasil belajar yang berbeda maka guru memberikan penjelasan akan kebenaran dari jawaban sehingga siswa dapat memahami.

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Journal articles on the topic 'Operant conditioning'

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