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Related Concept Videos

Generalization, Discrimination, and Extinction01:24

Generalization, Discrimination, and Extinction

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Generalization, discrimination, and extinction are key concepts in operant conditioning that influence how behaviors are learned and maintained.
Generalization occurs when a behavior reinforced in one context is performed in similar situations. For instance, a student who studies diligently for calculus and receives excellent grades might apply the same study habits to psychology and history, expecting similar results. Generalization shows how learning in one setting can influence behavior in...
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Timing and Consequences on Behavior01:08

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In operant conditioning, the timing of reinforcement is crucial. For animals like rats and cats, immediate reinforcement (within a few seconds) is much more effective than delayed reinforcement. For example, a food reward for a rat needs to follow within 30 seconds of pressing a bar to be effective. 
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Reinforcement Schedules01:24

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Positive reinforcement is a powerful method for teaching new behaviors to both animals and humans. B.F. Skinner demonstrated this with his experiments using rats in a Skinner box. When a rat pressed a lever, it received a food pellet. This immediate reward encouraged the rat to repeat the behavior. This method, where a reward follows every instance of the behavior, is known as continuous reinforcement. It is highly effective for establishing new behaviors quickly.
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Principles of Classical Conditioning01:23

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Classical conditioning, as described by Ivan Pavlov, is a foundational concept in associative learning, where a neutral stimulus becomes capable of eliciting a conditioned response through association with an unconditioned stimulus. The process of acquisition, where this learning occurs, and the subsequent phenomena of contiguity, contingency, generalization, discrimination, extinction, and spontaneous recovery are crucial for a comprehensive understanding of classical conditioning.
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Law of Effect01:06

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B.F. Skinner, a prominent figure in behavioral psychology, introduced operant conditioning by emphasizing the role of consequences in shaping behavior. This theory builds upon the law of effect proposed by Edward Thorndike, which posits that behaviors followed by satisfying outcomes are likely to be repeated. In contrast, those followed by unsatisfying outcomes are less likely to recur.
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Associative Learning01:27

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Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
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Related Experiment Video

Updated: Mar 11, 2026

Extinction Training During the Reconsolidation Window Prevents Recovery of Fear
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The partial reinforcement extinction effect: Learning about trial sequences or time to reinforcement.

Mirari V B Wilcher1, Justin A Harris1

  • 1School of Psychology, University of Sydney.

Journal of Experimental Psychology. Animal Learning and Cognition
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Summary

The partial reinforcement extinction effect (PREE) is reduced when animals can predict reinforcement. This study found rats used timing, not sequences, to predict rewards, challenging existing theories and suggesting uncertainty drives the PREE.

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Area of Science:

  • Behavioral psychology
  • Animal learning and behavior
  • Cognitive neuroscience

Background:

  • The partial reinforcement extinction effect (PREE) describes slower extinction of learned behaviors following partial reinforcement compared to continuous reinforcement.
  • Sequential theory posits that animals learn predictive sequences of non-reinforcement under partial reinforcement, promoting persistence during extinction.
  • Previous research suggested animals could anticipate reinforcement based on trial sequences, potentially reducing the PREE.

Purpose of the Study:

  • To investigate whether rats predict reinforcement based on temporal intervals or trial sequences under partial reinforcement.
  • To challenge the core assumptions of sequential theory regarding the mechanisms underlying the PREE.
  • To examine the role of reinforcement predictability in modulating the PREE.

Main Methods:

  • Four groups of rats were trained using both continuous and partial reinforcement schedules.
  • Reinforcement timing and sequences were systematically manipulated across groups.
  • Subsequent extinction phases assessed response persistence.

Main Results:

  • Rats utilized temporal intervals, not sequences, to predict reinforcement under partial reinforcement conditions.
  • The ability to predict reinforcement, based on temporal cues, eliminated the PREE in relevant groups.
  • The PREE was observed only in groups that could not predict reinforcement.

Conclusions:

  • The findings challenge sequential theory by demonstrating that temporal cues, not sequences, drive reinforcement prediction.
  • The PREE appears to be contingent on uncertainty regarding reinforcement availability.
  • Increased certainty about reinforcement enhances extinction learning by making non-reinforcement more informative.