Operant conditioning: Schedules of reinforcement | Behavior | MCAT | Khan Academy

41 thoughts on “Operant conditioning: Schedules of reinforcement | Behavior | MCAT | Khan Academy”

1. Very helpful! Thanks

2. Great! So easy when you say it like this!

3. thx bro

4. I have no feet and I must scream!
   (But I put on a smirky smile instead)

   I think your examples are inconsistent. Why did the condition change from selling cars to talking to customers? You should use accurately the same conditions in every model for the examples to be consistent.

5. awesome examples thanks!

6. I was so confused after my professor taught this.  But you've completely cleared it up.  Thank you so much!  Very helpful!!!

7. at least talk with more enthusiasm please….

8. Amazing, this is so helpful. Thank you!

9. Thank you !

10. wow, really understood! thanks so much

11. This was so helpful! Thank you!!

12. Jeffrey, thanks for the extremely helpful videos. Without wishing to offend, I'd like to point out something you do. Apparently, you haven't been adequately reinforced on the difference between 'number' and 'amount'. Incidentally, I accept the grammar rule only because it makes logical sense. For objects that can be counted, the term to refer to the quantity is 'number'; whereas, for objects that are not separable, and therefore not countable, the term is 'amount'. Whenever the object ends in an 's', the term 'number' is the appropriate one to use. I notice that you've used 'number' (standard) for the quantity of cars but 'amount' (nonstandard) for the quantity of responses.

    Since responses are separable into individual responses and can be counted 'response 1', 'response 2', 'response 3', etc., the term according to the standard grammar is 'number'. Think about how illogical it is to use the phrase "amount of responses" the way you'd use "amount of milk", and likewise how illogical to speak of "a number of water". The only way in which we might satisfy those calling themselves "descriptive grammarians" and "accept how people actually speak the language" would be to eliminate the word 'number' or accept 'number' and 'amount' as equivalent, the latter option resulting in redundancy. Accepting the first option, we might then speak of pi as an "amount that indicates the ratio of the amount of diameters to the amount of units in a circle" or of the "natural amount system of integers" or some such nonsense.

13. Thankyou!

14. 2:23 is where it starts if you're in a rush and just trying to get the MCAT definitions.

15. Thanks Jeff, this definitely helped a lot!

16. thanks thanks thanks

17. eddie izzard : pawlow & cats :');

18. Thaaaaaaaaaaaaaaaaaaaaaanks
    Great explanation

19. cool video, bro!

20. Thanks a lot !

21. SO helpful, thank you!

22. I can confirm. Women train me on a variable interval schedule. Sometimes anecdotal evidence is data. 🙁

23. damn brother , you really cleared this up for me it was frustrating af but now it's so easy . thanks alot

24. thanks for helping me understand the schedules of reinforcement better

25. this video broke down the meanings of fixed Ratio, Fixed interval, Variable Ratio and Variable interval. Fixed Ratio is pretty much when a response is reinforced only after a specified number of responses. Fixed interval pretty much means being rewarded only after a specified amount of time has elapsed. Variable Ratio is reinforce after an unpredictable number of responses and Variable Interval is an inconsistent schedule (slot machine)

26. This cleared things up. Thanks.

27. you really cleared this up for me it was frustrating af but now it's so easy Very helpful

28. Your example of a fixed-interval schedule is incorrect. In a fixed interval schedule, a fixed amount of time has to pass (in this case two weeks) AND THEN a response has to occur in order for reinforcement to be delivered. The amount of behaviour during that two-weeks time has no effect on whether the reinforcer is delivered. It is depended on time and then a response after the time. For this example to be true, the salesman would need to sell a car after the two weeks has passed in order to receive his paycheck. OR you could rectify this example by just using the paycheck without the cars being sold. Two weeks has to pass by, at the end of the two weeks, the paycheck becomes available at his/her place of employment. The behaviour is them picking up their check, but their paycheck will be in their hands after they pick it up and they can pick up the paycheck at any point after the two weeks. They can try to pick up their paycheck after 1 week, 9 days, 10 days, or 13 days, but the paycheck will not be given to them and these attempts do not alter whether the paycheck will be available.

29. Have an exam on this in 2 hours and these videos are absolutely awesome. Thank you so much for posting!!

30. lucid

31. Thank great job

32. Is that guy Donald trump KEK

33. thank you

34. Great explanation!

35. Thank you finally understood very helpful video ❤️

36. I am always thankful for people explaining things in a clear manner. Thank YOU! Very well done!

37. the avatar looks kinda like trump. he could do with some conditioning

38. https://rms.rrdsb.com/UserFiles/Servers/Server_73620/File/Our%20Board/Departments/Special%20Education%20Services/ABA%20Schedules%20of%20Reinforcement%20Newsletter.pdf

39. I've learned this several times over 2 years of a psych degree and it hasn't fully sunk in.

    My learning is set at a variable ratio level. If I keep attempting to learn, eventually I will hit the jackpot and the knowledge will remain in my head.

40. You guys explain everything SO well!! I wish my professor watched these videos before coming to class so she could teach these concepts much better!!

41. thank you so much I was very confused but now I understand it better!!!

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