第17讲 行为的塑造—操作条件作用在线视频

在文艺复兴时期
During the Renaissance

法国思想家蒙田
the French thinker Montaigne

提出过这样一个两难问题
raised a dilemma

“如果你非得做出选择的话
"if you have to make a choice

是烧死自己的孩子呢 还是烧掉书籍”
do you want to burn your children or books?"

400多年以后
More than 400 years later

有一位心理学家第一次在电视上露面
when a psychologist first appeared on TV

就提出这个两难问题 然后自己回答说
he raised the dilemma and answered

“我本人情愿烧死自己的孩子
"I would rather burn my children

因为我通过工作对未来所做出的贡献
because my contribution to the future through work

将远大于通过自己的基因所做出的贡献”
will be far greater than that through my genes"

可以想象
As you can imagine

很多人都骂他
many people scolded him

结果骂得越狠
and the severely they scolded him

电视台邀请他露面的机会就越多
the more opportunities the TV station invited him to show up

这个心理学家就火了
and the psychologist became very famous

这位天生的争议人物
This naturally controversial figure

就是美国新行为主义心理学的代表
was the representative of American neo-behaviorism psychology

斯金纳
Skinner

他提出了著名的操作条件作用理论
He put forward the famous theory of operant Conditioning

斯金纳参照了桑代克的理论
Skinner referred to Thorndike's theory

因此我们先从桑代克说起
so let's start with Thorndike

桑代克设计了一个迷笼
Thorndike designed a puzzle box

里面有一个踏板
which had a pedal

踏板连着笼子门的开关
The pedal was connected with the switch of the box door

如果踩到踏板
If pedal was stepped on

笼门就会打开
the box door could be opened

笼子外面放着鱼
There were fish outside the box

他把饥饿的猫放在笼子里
He put the hungry cat in the box

猫在里面乱动
The cat moved around

碰巧踩到了踏板
It happened that when it stepped on the pedal

笼子的门就打开了
the door of the box opened

猫出来吃到了鱼
and the cat came out to eat the fish

第二次再把饥饿的猫放在笼子里
The second time he put the hungry cat in the box

猫还是在里面乱动
the cat still moved around in the cage

又是碰巧踩到了踏板
accidentally stepped on the pedal

笼子的门又打开了
the door of the box opened again

猫又吃到了鱼
and the cat ate the fish again

经过多次重复 猫就直接去踩踏板
After many repetitions, the cat stepped on the pedal directly

这时猫已经学会了打开笼门的行为
By this time, the cat had learned to open the door

这就是著名的“猫走迷笼实验”
This is the famous "puzzle box experiment"

根据这个实验
Based on this experiment

桑代克提出了尝试-错误学习原理
Thorndike proposed the principle of trial and error learning

他认为 学习的实质是
He believed that the essence of learning

通过“尝试”
was to establish stimulus-response connection

在一定的刺激情境和特定反应之间
between a certain stimulus situation and a specific response

建立刺激-反应联结
through "trying"

在这个实验中 情境就是笼子
In this experiment, the situation was the box

反应就是踩踏板
and the response was to step on the pedal

这种联结之所以能建立起来
The reason why this connection could be established

是因为猫的盲目行为中有一个行为
was that one of the cat's blind behaviors

带来了让它满意的结果
brought satisfactory results

桑代克认为
According to Thorndike

学习的过程遵循效果律
the process of learning followed the law of effect

也就是
that was

如果一种行为如果能带来
the behavior that brought

令动物感到满意的结果
satisfactory results

以后出现的概率就会提高
had a greater probability of appearing in the future

斯金纳认为
Skinner believed that

桑代克假定
the assumption that

动物会对结果感到满意
animals would be satisfied with the results

这种假定不符合科学的原则
was not in line with scientific principles

我们又不是猫
We are not cats

怎么知道猫满意呢
How can we know that the cat is satisfied?

根据动物心理研究的摩根法规
According to the Morgan canon of animal psychology research

应该尽量用较低级的心理活动
we should try to explain animal behavior

来解释动物的行为
With lower level mental activities

所以 斯金纳是对的
So Skinner was right

斯金纳关注的问题是
Skinner concern was that

当动物做出某种行为以后
when an animal made a certain behavior

给它安排什么结果
what results could be arranged

才能提高动物
for it to improve the probability of the animal

再次做出这一行为的概率
showing the behavior again

斯金纳改进了桑代克的迷笼
Skinner improved Thorndike's puzzle box

设计了斯金纳箱
and designed Skinner box

在箱子里面有一根杠杆
There was a lever in the box

杠杆旁边有一个小孔可以出食物
and there was a small hole beside the lever for food

把饥饿的白鼠放在箱子里
A hungry mouse was put in the box

白鼠在里面乱动
and the mouse moved in the box

碰巧按压了杠杆 就得到一个糖丸
It happened to press the lever and get a sugar pill

下次再把白鼠放在箱子里
Next time the mouse was put in the box again

白鼠又是碰巧按压了杠杆
the mouse happened to press the lever again

又得到一个糖丸
and got another sugar pill

经过多次以后
After several times

当把白鼠再次放进箱子
when the mouse was put into the box again

白鼠会直接按压杠杆得到糖丸
the mouse would directly press the lever to get the sugar pill

斯金纳根据这类实验
Based on this kind of experiment

提出了操作条件作用原理
Skinner put forward the principle of operant conditioning

他认为
He believed that

个体在情境中会产生很多自发行为
individuals would show many spontaneous behaviors in situations

就像斯金纳箱里的小白鼠
such as the mice in Skinner box

其中一个自发行为如果得到强化
If one of the spontaneous behaviors was reinforced

这个行为出现的概率就会提高
the probability of this behavior would increase

从而建立起反应—刺激联结
thus establishing a response-stimulus connection

这就是操作条件作用
which was the operant conditioning

通过操作条件作用
Through the operant conditioning

小白鼠学会了按压杠杆的新行为
the mouse learned the new behavior of pressing the lever

个体学会的反应
The response acquired by individual

最初是自发反应之一
was one of spontaneous response at first

再次出现时也是自发的
and it was also spontaneous when it reappeared again

似乎操作这个行为
It seemed that the mouse operate the behavior

带有某种功能或者目的
with some purposes

所以叫作操作性反应
so it was called operant response

斯金纳认为
Skinner believed that

在操作条件作用形成的过程中
in the process of the formation of operant conditioning

凡是能使个体操作反应
all arrangements that can improve the probability

概率提高的一切安排都叫强化
Of In dividual operant response are called reinforcement

而使反应概率提高的
Any stimulus that increased the probability

任何刺激都叫强化物
Of response was called reinforcer

强化分成两种
There were two kinds of reinforcement

分别是正强化和负强化
positive reinforcement and negative reinforcement

当出现一种行为
When an individual shows a behavior

如果增加某种刺激能
if presenting a certain stimulus

导致行为发生的概率提高
can increase the probability of this behavior

增加刺激的这个安排
the arrangement of presenting stimulus

就是正强化
is positive reinforcement

比如 白鼠按压杠杆以后
For example, when a mouse presses a lever

如果给它一个糖丸
if giving it a sugar pill

能让它按压杠杆的行为增加
can increase the probability of its pressing the lever

那么 给它糖丸的这个安排
then the arrangement of giving it a sugar pill

就是正强化
is positive reinforcement

糖丸就是强化物
and the sugar pill is the reinforcer

当出现了一种行为
When an individual shows a behavior

如果减少某种刺激
if removing a certain stimulus

能导致行为发生的概率提高
can increase the probability of behavior

那么减少刺激的安排
the arrangement of removing stimulus

就是负强化
is negative reinforcement

比如 在白鼠按压杠杆后
For example, when a mouse presses a lever

如果减少对白鼠的电击
if removing the electric shock to the mouse

能让它按压杠杆的行为增加
can increase the probability of its pressing the lever

那么 减少电击的安排
the arrangement of removing the electric shock

就是负强化
is negative reinforcement

除了增加动物的行为
In addition to increasing animal behavior

还可以减少动物的行为
animal behavior can also be reduced

凡是能使个体反应概率降低的
Any arrangement that can reduce the probability

一切安排都叫做惩罚
of individual response is called punishment

而使反应概率降低的刺激
The stimulus that reduces the response probability

叫做惩罚物
is called punisher

惩罚也分两种
There are two kinds of punishment

分别是正惩罚和负惩罚
positive punishment and negative punishment

当出现一种行为
When a behavior occurs

如果增加一个刺激
if presenting a stimulus

能使行为发生概率降低
can reduce the probability of the behavior

增加刺激的安排就是正惩罚
the arrangement of presenting stimulus is positive punishment

比如 如果一个人攻击别人以后
For example, when a person attacks others

对他施加体罚能让他减少攻击行为
if physical punishment can reduce his aggressive behavior

那么施加体罚的这个安排就是正惩罚
the arrangement of physical punishment is positive punishment

当出现一种行为
When a behavior occurs

如果减少一个刺激
if reducing a stimulus

能导致行为发生概率降低
can reduce the probability of the behavior

那么减少刺激的安排
the arrangement of reducing stimulus

就是负惩罚
is negative punishment

比如 如果一个人攻击别人以后
For example, when a person attacks others

减少他的零花钱
if reducing his pocket money

能让他减少攻击行为
can reduce his aggressive behavior

减少零花钱的这个安排就是负惩罚
the arrangement of reducing his pocket money is punishment

需要说明一下
It needs to be explained

刚才我们所讲的
all the examples of reinforcement and punishment

所有关于强化和惩罚的例子
we just mentioned

都是假定的情况
are hypothetical cases

目的是说明这些概念
with the purpose of explaining these concepts

比如 我们说一个人攻击别人后
For example, we say that when a person attacks others

对他施加体罚
physical punishment

他就减少了攻击行为
will reduce his aggression

但是 在实际生活中不一定是这样的
However, this is not necessarily the case in real life

所以
Therefore

要使用强化和惩罚
in order to use reinforcement and punishment

必须在实际生活中了解
it is necessary to realize in real life

某种操作是否真的具有
whether a certain arrangement really has

强化或惩罚的效果
the effect of reinforcement or punishment.

比如 如果一个孩子努力学习
For example, if a child works hard

我们让他吃肯德基
and we let him eat KFC

这是强化吗
is this reinforcement?

那可不一定
That's not necessarily

如果他吃了肯德基以后更加努力学习
If he studies harder after eating KFC

让他吃肯德基的这个安排才是强化
the arrangement of letting him eat KFC is reinforcement

如果吃了肯德基以后
If the child

不愿意努力学习了
doesn’t study hard after eating KFC

我们就需要思考
we need to think that

让他吃肯德基也许具有惩罚的效果呢
letting him eat KFC may have the effect of punishment

再比如
For another example

如果上课过程中有一个同学搞怪
if a student is funny in class

老师批评了他
the teacher criticizes him

这是惩罚吗
Is this punishment?

也不一定
Not necessarily

是不是惩罚
Whether it is punishment

取决于批评是否减少了他搞怪的行为
depends on whether the criticism reduces his funny behavior

如果批评让他减少了搞怪
If criticism makes him less funny

批评就是惩罚
the criticism is punishment

如果批评增加了搞怪行为
If criticism makes him more funny

批评就可以看作是强化了
it can be seen as reinforcement

斯金纳通过系统的实验
Through systematic experiments

发现不同的强化程序
Skinner found that different reinforcement procedures

具有不同的强化效果
had different reinforcement effects

通过安排适当的强化
By arranging appropriate reinforcement

可以塑造有机体复杂的行为
complex behaviors of organisms could be shaped

要详细了解这些强化程序
To learn more about these reinforcement procedures

请大家查看附加学习材料中的内容
please check the contents of additional learning materials

你如果了解一下小学教育就会发现
If you know about primary education

老师们能非常熟练地使用
you will find that teachers can use

小红花 印章 五星等
little red flowers, seals, five stars, etc

对儿童的良好行为进行奖励
very skillfully to reward children's good behavior

孩子们为了得到小红花或者五星
In order to get little red flowers or five stars

对完成老师布置的任务也是乐此不疲
children are also happy to finish the tasks assigned by the teacher

好 今天的内容就讲完了
OK, that's all for today

现在回顾一下主要内容
Now let's review the main content

今天我们主要讲了
Today we mainly talked about

斯金纳的操作条件作用原理
Skinner's principle of operant conditioning

斯金纳认为
Skinner believed that

当有机体出现某种行为
when an organism had a certain behavior

紧跟的强化可以提高
the following reinforcement could improve

这一行为发生的概率
the probability of this behavior

提高行为概率的安排
The arrangement of increasing the probability of behavior

叫作强化
was called reinforcement

而降低行为概率的安排
while the arrangement of reducing the probability of behavior

叫作惩罚
was called punishment

通过复杂的强化和惩罚程序
Through complex reinforcement and punishment procedures

可以塑造有机体复杂的行为
complex behaviors of organisms could be shaped

下次课我们将会讲到
Next time we will talk about

儿童是如何通过观察学会攻击行为的
how children learn aggression through observation

好 下次再见
OK, see you next time