Action Reaction Slides ACTION REACTION
The Foundations of Operant Conditioning
THE "HOT AND COLD" GAME
"Can the class guide a volunteer to find a hidden object using only applause?"
THE RULES
No talking or gestures!
APPLAUSE: You are getting "Hot" (Correct direction).
SILENCE: You are "Cold" (Incorrect direction).
Reflect:
How did the volunteer's behavior change based on the applause? Did they choose to move or were they forced?
What is Operant Conditioning?
A type of learning where voluntary behavior is strengthened or weakened by its consequences.
ACT
(Behavior)
OUTCOME
(Consequence)
THE LAW OF EFFECT
Edward Thorndike (1898)
Behavior followed by pleasant consequences is likely to be repeated; behavior followed by unpleasant consequences is likely to be stopped.
Satisfying Effect → Repeat
Discomforting Effect → Drop
Thorndike's Puzzle Box
Cats learned to escape faster when rewarded with food.
B.F. SKINNER & THE BOX
The "Operant Chamber"
Skinner refined Thorndike's ideas. He wanted to study behavior in a controlled environment. The mouse learns: "When the light is green, press the lever to get a pellet."
Precision measurement
Automatic rewards
Shaping behaviors
Signal
Response
Reinforcement
Operant vs. Classical
Classical
INVOLUNTARY
(Reflexes & Emotions)
"The stimulus happens, and I react automatically."
Pavlov's Dogs
Operant
VOLUNTARY
(Choices & Actions)
"I act first, then see what happens to decide if I'll do it again."
Skinner's Rats
Law of Effect Worksheet LAW OF EFFECT
Lab Notes: Foundational Conditioning
NAME:
DATE:
1
Classroom Simulation: The Hot & Cold Game
During the classroom demonstration, observe how the volunteer navigates the room. Record your observations below.
Observational Data
When the audience APPLAUDED...
When the audience was SILENT...
Analysis Question
Was the volunteer's movement voluntary (a choice) or involuntary (a reflex)? Explain your reasoning.
2
Defining the Framework
Thorndike's Law of Effect
"Behavior followed by pleasant outcomes is likely to be repeated, while behavior followed by unpleasant outcomes is likely to be stopped."
Provide a real-world example of this from your own life:
Operant Conditioning Definition
In your own words, define operant conditioning based on the lecture.
3
The Great Contrast
Feature Classical Conditioning Operant Conditioning Nature of Behavior Involuntary / Automatic Timing of Stimulus Comes BEFORE the response
|
| Key Researcher | Ivan Pavlov |
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Foundations Facilitator Guide Foundations Guide
Lesson 1 Facilitator Resource
Unit: Behavior Blueprint
Psychology: Grade 9
LESSON SUMMARY
This lesson serves as the gateway to Operant Conditioning. Students move from the "reflexive" world of Pavlov to the "consequential" world of Skinner. The core goal is for students to understand that behaviors have outcomes, and those outcomes dictate the likelihood of future behavior.
Learning Objectives
Define operant conditioning and identify its key features.
Contrast voluntary (operant) behaviors with involuntary (classical) behaviors.
Explain Thorndike's Law of Effect using real-world examples.
PREP LIST
Action Reaction Slides
Law of Effect Worksheet
"Hidden Object" (Keys/Pen)
Demonstration: The Hot & Cold Game
Setup
Send a volunteer out of the room.
Class hides a small object (e.g., a whiteboard eraser).
Establish the rule: The class may ONLY applaud.
Applause = Reinforcement (getting closer).Silence = Lack of reinforcement (moving away).
Teacher Tips
Ensure the volunteer doesn't get frustrated. If they get stuck, remind them that silence is data too—it tells them what not to do. Highlight that they are choosing where to walk, unlike a dog salivating to a bell which happens automatically.
PACING & INSTRUCTION
00 - 10 MIN
Hook: Hot & Cold Game
Run the simulation. Debrief using the worksheet's Part 1 questions. Focus on the concept of "Choice."
10 - 25 MIN
Direct Instruction (Slides 3-5)
Define Operant Conditioning. Tell the story of Thorndike's Cats and Skinner's Rats. Emphasize the voluntary nature of the behavior.
25 - 40 MIN
Contrast & Practice
Use Slide 6 to compare with Classical Conditioning. Have students complete the comparison table on the worksheet.
40 - 50 MIN
Exit Reflection
Students share their real-world examples of the Law of Effect. Preview the next lesson: Reinforcement vs. Punishment.
Quadrant Decoder Slides THE QUADRANT DECODER
Reinforcement vs. Punishment
Positive
Negative
WHY DO YOU WEAR IT?
"You're in the car. You start driving. The car starts BEEPING loudly."
You buckle your seatbelt. The noise STOPS.
Did your behavior increase or decrease?
You are MORE likely to wear the belt in the future.
Was something added or removed?
The annoying noise was TAKEN AWAY.
IT'S NOT GOOD VS BAD
POSITIVE
To ADD a stimulus
NEGATIVE
To REMOVE a stimulus
Think like a mathematician, not a judge!
REINFORCEMENT
Goal: INCREASE Behavior
We want the person/animal to do it MORE often in the future.
PUNISHMENT
Goal: DECREASE Behavior
We want the person/animal to do it LESS often in the future.
POSITIVE REINFORCEMENT
Add something good to increase behavior.
Example: A gold star for a clean room.
NEGATIVE REINFORCEMENT
Remove something bad to increase behavior.
Example: Doing dishes to stop mom's nagging.
POSITIVE PUNISHMENT
Add something bad to decrease behavior.
Example: Getting a speeding ticket.
NEGATIVE PUNISHMENT
Remove something good to decrease behavior.
Example: Getting your phone taken away.
Consequence Classifier Worksheet CONSEQUENCE CLASSIFIER
Laboratory Data Sheet // Operant Conditioning
SUBJECT:
PERIOD:
Pos. Reinforcement
+ Add / ↑ Increase
Neg. Reinforcement
- Remove / ↑ Increase
Pos. Punishment
+ Add / ↓ Decrease
Neg. Punishment
- Remove / ↓ Decrease
SCENARIO ANALYSIS
For each scenario, determine if the behavior is being Reinforced or Punished, and if the stimulus is Positive or Negative.
1. Sarah gets an "A" on her psychology test, so her parents tell her she doesn't have to do the dishes for a week. Sarah studies even harder for the next test.
POS
NEG
REIN
PUN
Reasoning:
2. While walking through the park, a dog barks aggressively at Leo. Leo now avoids that specific park.
POS
NEG
REIN
PUN
Reasoning:
3. A toddler throws a tantrum at the grocery store for candy. The dad gives the toddler a candy bar to get them to stop screaming. The toddler screams every time they go to the store now.
POS
NEG
REIN
PUN
Reasoning (For the Toddler):
Analysis Challenge: The Double-Sided Coin
In Scenario #3 (The Toddler), look at the DAD'S behavior. Why does the Dad give the candy? Is he being conditioned too? Explain which quadrant applies to the Dad.
Quadrant Logic Answer Key LOGIC KEY
Quadrant Classifier // Answer Guide
Teacher Only
SCENARIO 1: THE DISH-FREE TEST
NEGATIVE
REINFORCEMENT
Explanation:
The behavior (studying) increased in the future, making it reinforcement. The stimulus (the chore of doing dishes) was removed, making it negative.
SCENARIO 2: THE ANGRY DOG
POSITIVE
PUNISHMENT
Explanation:
The behavior (going to that park) decreased, making it punishment. The stimulus (barking/scary interaction) was added to the environment, making it positive.
SCENARIO 3: THE GROCERY TANTRUM (TODDLER)
POSITIVE
REINFORCEMENT
Explanation:
The behavior (screaming) increased (it happens every time now), making it reinforcement. The stimulus (candy) was added, making it positive.
Challenge Analysis: The Dad
NEG. REIN
Why?
The Dad's behavior (giving candy) is INCREASING because he wants the screaming to stop. The screaming is an unpleasant stimulus that is REMOVED when he gives the candy bar. Therefore, the Dad is being Negatively Reinforced by the child. This is a classic "reinforcement trap" in parenting!
Shaping Success Slides SHAPING
SUCCESS
The Art of Successive Approximations
THE CLICKER CHALLENGE
Can you train a classmate to do a bizarre secret task without saying a single word?
THE SOUND
A "Click" (or pen tap) means:
THE SILENCE
No talking. No pointing.
WHAT IS SHAPING?
Successive Approximations
"Reinforcing small steps that lead closer and closer to the desired final behavior."
1
2
3
You don't wait for the final trick. You reward the effort toward the trick.
SHAPING IN ACTION
Learning to Speak
Parents cheer for "Gaga" → then "Dada" → then full words.
Service Animals
Rewarding a glance at the light switch → then touching it → then flipping it.
Academic Mastery
Learning to draw a circle → then eyes → then a full self-portrait.
BEHAVIOR CHAINING
"Linking separate behaviors into a sequence."
Step A
Step B
Step C
REWARD
Example: Tying your shoes involves a series of complex actions that must be completed in order to get the "reward" (shoes tied).
Animal Trainer Simulation Log TRAINER LOG
Shaping & Chaining Simulation
TRAINER:
SUBJECT:
The Goal: Your partner (the subject) has a secret target behavior assigned by the teacher. You must "shape" them to perform that behavior using ONLY a clicker/pen-tap as reinforcement. The Rule: No verbal communication, no pointing, no miming. Just timing.
SIMULATION DATA
Step Approximation (What did you reward?) Subject's Reaction 1 2 3 4 FINAL Describe the final behavior achieved...
POST-TRAINING REFLECTION
1. What was the most difficult part of shaping your subject's behavior without speaking?
2. Did you ever "reinforce" a behavior by accident? If so, how did it confuse your subject?
3. How does this simulation prove Skinner's theory that behavior is "shaped" by the environment rather than just "discovered"?
Target Task Cards Target Task Cards
Secret Instructor Deck
Cut these cards out. Hand ONE card to the SUBJECT (the person being trained). They must read it silently and keep it secret. The TRAINER must figure out how to get the subject to do this task using ONLY clicks/taps.
Target Behavior #01
"Walk to the teacher's desk and pick up a specific yellow highlighter."
Target Behavior #02
"Touch your left elbow to the door handle."
Target Behavior #03
"Open a textbook to page 150 and point at the first word."
Target Behavior #04
"Stand in the middle of the room and hop on one foot three times."
Target Behavior #05
"High-five the trainer, then immediately sit on the floor."
Target Behavior #06
"Pick up a piece of trash and put it in the recycling bin."
Teacher Note:
Encourage the SUBJECT to be "active." If they just stand there, the trainer has nothing to reinforce. Subjects should try random movements (operants) until they hear a click.
Schedule Secrets Slides SCHEDULE SECRETS
Why We Can't Stop: Predicting Persistence
THE LOTTERY LOGIC
Why do people keep buying tickets when they never win?
"Because if I win once, it might happen again... eventually."
PERSON A
Wins $1 every single time.
PERSON B
Wins $100 randomly (maybe).
Who keeps playing longer when the money stops coming?
THE 4 SCHEDULES
FIXED RATIO (FR)
Work-Based: Reward after a set number of actions.
Example: Buy 10 coffees, get 1 free.
VARIABLE RATIO (VR)
Gambler-Based: Reward after random number of actions.
Example: Slot machines, Social Media Likes.
FIXED INTERVAL (FI)
Time-Based: Reward after a set amount of time.
Example: Weekly paycheck, Tuesday deals.
VARIABLE INTERVAL (VI)
Wait-Based: Reward after random amount of time.
Example: Checking your email, pop quizzes.
THE EXTINCTION TEST
Which schedule is the hardest to break?
VARIABLE RATIO
WHY?
Because the subject never knows when the next reward is coming. "Just one more try..."
EXTINCTION
When the reward stops entirely and the behavior eventually dies out.
TECHNOLOGY & SCHEDULES
Social Media
"Refresh... Refresh... Refresh..."
Infinite scroll = Variable Ratio
Notifications = Variable Interval
Predicting Persistence
The most addictive technologies use VARIABLE schedules because they produce the highest rate of steady responding.
Lottery Logic Worksheet LOTTERY LOGIC
Reinforcement Schedule Simulation
RESEARCHER:
DATE:
A
Experiment: Guaranteed vs. Random
FIXED RATIO (Group A)
Action: Raise hand. Reward: Every 3 times.
Tally your attempts here:
Total Rewards Earned:
VARIABLE RATIO (Group B)
Action: Raise hand. Reward: ??? (Random).
Tally your attempts here:
Total Rewards Earned:
B
Extinction Phase
The teacher has stopped giving rewards entirely. How many times did you continue to perform the action before giving up?
Group A (Fixed) Attempts:
_____
Group B (Variable) Attempts:
_____
1. Which group showed more "persistence" (continued responding) during extinction? Why do you think that is?
2. Relate this to gambling. Why would a "Variable Ratio" schedule be more dangerous for a gambler than a "Fixed Ratio" schedule?
C
Schedule Match-Up
Checking your phone for notifications
A "Buy 10, Get 1 Free" punch card
Getting a paycheck every Friday
Schedule Master Reference Schedule Master
Reinforcement Reference Sheet
RATIO
Based on Amount of Work
INTERVAL
Based on Passage of Time
FIXED
FIXED RATIO (FR)
Reward given after a set number of responses.
"Punch card reward"
FIXED INTERVAL (FI)
Reward given after a set amount of time has passed.
"Friday paycheck"
VARIABLE
VARIABLE RATIO (VR)
Reward given after an unpredictable number of responses.
"Slot machines / Gambling"
VARIABLE INTERVAL (VI)
Reward given after an unpredictable amount of time.
"Checking your inbox"
Performance Profile
Variable Ratio creates the HIGHEST response rate (the "never stop" effect).
Fixed Interval creates a "scallop" pattern (low work, then high work right before the reward).
The Extinction Rule
"The more random (variable) a schedule is, the harder it is for the subject to realize the rewards have stopped. Therefore, variable schedules are the most resistant to extinction."
Modification Blueprint Slides MODIFICATION BLUEPRINT
Applying Psychology to Your Own Life
THE 21-DAY CHALLENGE
What if you could Engineer your own success?
"You are going to design a behavior modification plan to build a healthy habit or break an annoying one using everything we've learned."
Study More
Reduce Screen Time
Daily Exercise
THE ABC MODEL
A
Antecedent
What happens right before the behavior? (The trigger)
B
Behavior
The specific action you want to change.
C
Consequence
What happens after? (The reinforcement)
THE BLUEPRINT REQUIREMENTS
01
Specific Target
Don't say "Get healthy." Say "Walk 10,000 steps per day."
02
Identify Reinforcers
What is meaningful to YOU? Screen time? A favorite snack? Guilt-free gaming?
03
Set the Schedule
Will you reward yourself every time (Continuous) or randomly (Variable)?
04
Use Shaping
How will you bridge the gap between where you are and your final goal?
BECOME THE ARCHITECT
"Psychology isn't just about understanding others. It's about gaining mastery over yourself."
LET'S BUILD YOUR BLUEPRINT.
Personal Growth Project Blueprint PERSONAL GROWTH PROJECT
Behavior Modification Blueprint // PSY-9
SUBJECT NAME:
1
PHASE I: THE BEHAVIOR AUDIT
The Target Behavior
Be specific! (e.g., "Drinking 64oz of water daily" vs "Being healthy")
Baseline Data
How often/long do you currently do this behavior?
The "ABC" Analysis
A
Identify the Antecedent (Trigger)...
B
Describe the current Behavior...
C
Identify current Consequences...
2
PHASE II: THE MODIFICATION PLAN
Selection of Reinforcers
What will you use to reward yourself? Must be something you actually value.
Reinforcement Schedule
Which schedule will you use? (FR, VR, FI, VI). Explain why you chose it.
The Shaping Ladder
How will you use successive approximations? Break your goal into 3 steps.
1
Step 1: The easiest possible start...
2
Step 2: Increasing the difficulty...
3
Step 3: The final target behavior...
3
PHASE III: TRACKING & EVALUATION
How will you track your progress daily? (e.g., Log book, App, Calendar marks)
Blueprint Success Rubric BLUEPRINT SUCCESS
Project Assessment Rubric
Total Points:
/ 50
The goal of this project is to demonstrate mastery of operant conditioning principles by applying them logically to a real-world personal habit.
Criteria Excellent (10 pts) Proficient (7 pts) Needs Work (4 pts) ABC Analysis Antecedent, Behavior, and Consequence are clearly identified and logically linked. All elements are present but links are slightly vague or generalized. Missing one or more elements of the ABC model. Reinforcement Design Selected reinforcer is highly specific and likely to be effective; justified with psychological logic. Reinforcer is identified but its effectiveness is not fully explained. Reinforcer is generic (e.g., "money") or unlikely to impact behavior. Schedule Logic Choice of schedule (FR, VR, FI, VI) is perfectly matched to the goal of persistence/speed. Schedule is correctly identified but choice is not psychologically justified. Incorrect identification or mismatch of schedule to the target goal. Shaping Strategy Successive approximations are creative, realistic, and show a clear path to the goal. Steps are present but jumps in difficulty are too large or unrealistic. Steps are repetitive or do not actually lead toward the final goal. Tracking & Data Tracking method is professional and clearly allows for objective measurement. Tracking method is present but lacks clarity on how data is recorded. Method is missing or subjective (e.g., "I'll just remember").
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