In operant conditioning, punishment is any change in a human or animal's surroundings that occurs after a given behavior or response which reduces the likelihood of that behavior occurring again in the future. As with reinforcement, it is the behavior, not the animal, that is punished. Whether a change is or is not punishing is determined by its effect on the rate that the behavior occurs, not by any "hostile" or aversive features of the change. For example, a painful stimulus which would act as a punisher for most people may actually reinforce some behaviors of masochistic individuals.
- 1 Types
- 2 Reinforcement versus punishment
- 3 Aversives
- 4 Primary versus secondary
- 5 Effectiveness
- 6 Importance of contingency and contiguity
- 7 Applied behavior analysis
- 8 Applications
- 9 See also
- 10 References
There are two types of punishment in operant conditioning:
- positive punishment, punishment by application, or type I punishment, an experimenter punishes a response by presenting an aversive stimulus into the animal's surroundings (a brief electric shock, for example).
- negative punishment, punishment by removal, or type II punishment, a valued, appetitive stimulus is removed (as in the removal of a feeding dish). As with reinforcement, it is not usually necessary to speak of positive and negative in regard to punishment.
Punishment is not a mirror effect of reinforcement. In experiments with laboratory animals and studies with children, punishment decreases the likelihood of a previously reinforced response only temporarily, and it can produce other "emotional" behavior (wing-flapping in pigeons, for example) and physiological changes (increased heart rate, for example) that have no clear equivalents in reinforcement.
Punishment is considered by some behavioral psychologists to be a "primary process" – a completely independent phenomenon of learning, distinct from reinforcement. Others see it as a category of negative reinforcement, creating a situation in which any punishment-avoiding behavior (even standing still) is reinforced.
Positive punishment occurs when a response produces a stimulus and that response decreases in probability in the future in similar circumstances.
- Example: A mother yells at a child when he or she runs into the street. If the child stops running into the street, the yelling ceases. The yelling acts as positive punishment because the mother presents (adds) an unpleasant stimulus in the form of yelling.
- Example: A barefoot person walks onto a hot asphalt surface, creating pain, a positive punishment. When the person leaves the asphalt, the pain subsides.
Negative punishment occurs when a response produces the removal of a stimulus and that response decreases in probability in the future in similar circumstances.
- Example: A teenager comes home after curfew and the parents take away a privilege, such as cell phone usage. If the frequency of the child coming home late decreases, the privilege is gradually restored. The removal of the phone is negative punishment because the parents are taking away a pleasant stimulus (the phone) and motivating the child to return home earlier.
Reinforcement versus punishment
Simply put, reinforcers serve to increase behaviors whereas punishers serve to decrease behaviors; thus, positive reinforcers are stimuli that the subject will work to attain, and negative reinforcers are stimuli that the subject will work to be rid of or to end. The table below illustrates the adding and subtracting of stimuli (pleasant or aversive) in relation to reinforcement vs. punishment.
|Rewarding (pleasant) stimulus||Aversive (unpleasant) stimulus|
|Adding/Presenting||Positive Reinforcement||Positive Punishment|
|Removing/Taking Away||Negative Punishment||Negative Reinforcement|
Aversive stimulus, punisher, and punishing stimulus are somewhat synonymous. Punishment may be used for (a) an aversive stimulus or (b) the occurrence of any punishing change or (c) the part of an experiment in which a particular response is punished. However, some things considered aversive (such as spanking) can become reinforcing. In addition, some things that are aversive may not be punishing if accompanying changes are reinforcing. A classic example would be mis-behavior that is 'punished' by a teacher but actually increases over time due to the reinforcing effects of attention on the student.
Primary versus secondary
Pain, loud noises, foul tastes, bright lights, and exclusion are all things that would pass the "caveman test" as an aversive stimulus, and are therefore primary punishers. The sound of someone booing, the wrong-answer buzzer on a game show, and a ticket on your car windshield are all things you have learned to think about as negative, and are considered secondary punishers.
|This section needs expansion. You can help by adding to it. (May 2017)|
- Ayotte, R.; Muster, H.; Morais, F.; et al. "Positive and negative reinforcement and punishment effectiveness". Cognitive Sciences Stack Exchange. Retrieved 10 May 2017.
Importance of contingency and contiguity
One variable affecting punishment is contingency, which is defined as the dependency of events. A behavior may be dependent on a stimulus or dependent on a response. The purpose of punishment is to reduce a behavior, and the degree to which punishment is effective in reducing a targeted behavior is dependent on the relationship between the behavior and a punishment. For example, if a rat receives an aversive stimulus, such as a shock each time it presses a lever, then it is clear that contingency occurs between lever pressing and shock. In this case, the punisher (shock) is contingent upon the appearance of the behavior (lever pressing). Punishment is most effective when contingency is present between a behavior and a punisher. A second variable affecting punishment is contiguity, which is the closeness of events in time and/or space. Contiguity is important to reducing behavior because the longer the time interval between an unwanted behavior and a punishing effect, the less effective the punishment will be. One major problem with a time delay between a behavior and a punishment is that other behaviors may present during that time delay. The subject may then associate the punishment given with the unintended behaviors, and thus suppressing those behaviors instead of the targeted behavior. Therefore, immediate punishment is more effective in reducing a targeted behavior than a delayed punishment would be.
Applied behavior analysis
Punishment is sometimes used for treatment programs in applied behavior analysis in the most extreme cases, to reduce dangerous behaviors such as head banging or biting exhibited most commonly by children or people with special needs or disabilities. Punishment is considered one of the ethical challenges to autism treatment and is one of the major reasons for discussion of professionalizing behavior analysis. Professionalizing behavior analysis through licensure would create a board to ensure that consumers or families had a place to air disputes. (see Professional practice of behavior analysis)
- Positive reinforcement: includes praise, superficial charm, superficial sympathy (crocodile tears), excessive apologizing, money, approval, gifts, attention, facial expressions such as a forced laugh or smile, and public recognition.
- Negative reinforcement: may involve removing one from a negative situation
- Intermittent or partial reinforcement: Partial or intermittent negative reinforcement can create an effective climate of fear and doubt. Partial or intermittent positive reinforcement can encourage the victim to persist - for example in most forms of gambling, the gambler is likely to win now and again but still lose money overall.
- Punishment: includes nagging, yelling, the silent treatment, intimidation, threats, swearing, emotional blackmail, the guilt trip, sulking, crying, and playing the victim.
- Traumatic one-trial learning: using verbal abuse, explosive anger, or other intimidating behavior to establish dominance or superiority; even one incident of such behavior can condition or train victims to avoid upsetting, confronting or contradicting the manipulator.
- D'Amato, M. R. (1969). Melvin H. Marx, ed. Learning Processes: Instrumental Conditioning. Toronto: The Macmillan Company.
- Braiker, Harriet B. (2004). Who's Pulling Your Strings ? How to Break The Cycle of Manipulation. ISBN 0-07-144672-9.
- Dutton; Painter (1981). "Traumatic Bonding: The development of emotional attachments in battered women and other relationships of intermittent abuse". Victimology: An International Journal (7).
- Chrissie Sanderson. Counselling Survivors of Domestic Abuse. Jessica Kingsley Publishers; 15 June 2008. ISBN 978-1-84642-811-1. p. 84.
- Skinner, B. F. (1938) The behavior of organisms. New York: Appleton-Century-Crofts.
- Chance, Paul. (2003) Learning and Behavior. 5th edition Toronto: Thomson-Wadsworth.
- Holth, P. (2005). Two Definitions of Punishment. The Behavior Analyst Today, 6(1), 43- 55 BAO .
- Chance, Paul. (2009) "Learning and Behavior: Active Learning Edition." 6th edition Belmont, CA: Wadsorth/Cengage Learning.