Jakey and Miyukes

Learning Lab Report

By Jake and Miyuki

Question:​ What are you investigating? What behavior are you trying to teach? Be measurable
and be specific.

We are investigating a method of teaching involving a period of reduced praise leading up to the
learning time, where high amounts of praise is introduced to create a greater contrast and change
in attitude. Using this method we will be teaching Ramon Y.Espada to turn off the lights the first
time he is asked to do so.

Background Information:​ What is your background knowledge on this topic? This should be a
short paragraph. Yes, you will likely have to do some research. Include APA citations at the
bottom of this section.

This experiment is centered around operant conditioning, and its effectiveness in the time period
given (despite the many inconsistencies and sources of error that exist). Operant conditioning “is
[a] method of learning that occurs through rewards and punishments for behaviour. Through
operant conditioning, an individual makes an association between a particular behaviour and a
consequence” (McLeod, 2018)
Jakey and Miyukes

Unlike classical conditioning which involves a stimulus that evokes an involuntary response,
operant conditioning teaches through rewarding for the desired behaviour, and punishing for the
bad behaviour. This type of learning became widely known and accepted because of the results
of B.F Skinner’s “Skinner Box”, which was a box that “[w]ithin the chamber, there is usually a
lever (for rats) or a key (for
pigeons) that an individual
animal can operate to obtain a
food or water within the
chamber as a ​reinforcer​. The
chamber is connected to
electronic equipment that
records the animal's lever
pressing or key pecking, thus
allowing for the precise
quantification of behavior.”
(University of Iowa, (retrieved
on March 10, 2020).
Jakey and Miyukes

Through observing this behaviour, Skinner was able to identify three different types of responses
(operant’s)):

❏ “Neutral Operants:​ responses from the environment that neither increase nor decrease
the probability of a behaviour being repeated.

❏ Reinforcers:​ responses from the environment that neither increase the probability of a
behaviour being repeated. Reinforcers can be either positive or negative.

❏ Punishers:​ responses from the environment that decrease the likelihood of a behaviour
being repeated. Punishment weakens behaviour. “ (McLeod, 2018)

Hypothesis: ​By lowering the amount of thanks to Ramon for one weekend before introducing
increased compliments when a requested task is completed, Ramon will be more inclined to obey
requests in hopes of receiving validation, whether it be consciously or subconsciously.

Materials

1 Ramon Y.Espada Lights to turn on/off Compliments and/or 1 Miyuki Y.Espada

negative sentiments

Method: ​Step by step (numbered) instructions on procedure and data collection. Include script if
you are speaking to participants. Ensure your method is ethical and people are asked if they want
to participate after they have heard instructions. I will be looking to make sure that you have
following all of our ethical protocol. You should describe how you will be meeting the ethical
code of conduct in this section.

1. Create a timeline, data chart and outline

2. Plan out phases of the experiment

3. Receive consent from the teacher, and participant

4. Begin phase 1 of the experiment (19th-22nd): reduce frequency of “thanks” given to

Ramon and observe behaviour.
Jakey and Miyukes

5. Begin phase 2 of the experiment (23rd-28th): the learning period, where the subject is
asked to turn off the lights, rewarded with compliments if obeyed, negative reaction if the
subject does not perform the task. The results of each task is recorded.

6. Begin phase 3 of the experiment (29th-2nd): is the success assessment period where the
success or failure of the experiment is recorded and observed, if the subject performs the
task five times or more, the experiment was a success.

Script​:

To ask to turn off the lights (options):

1. “Ramon can you please turn off the lights?”

2. “Hey can you please do it now?”
3. “Ramon, turn off the lights.”
4. “Turn the lights off right now.”

If not obeyed (options in varying levels of disappointment):

- “Wow ok, make me turn them off.”

- “You never turn the lights off after using them when it’s so easy.”
- “Ok fine, don’t turn them off. I guess I will.”
- “Next time you don’t turn them off I’ll be upset.”

Words of validation if obeyed (options):

- “Thank you.”
- “Thank you so much Ramon.”
- “Thanks, look at you turning off the lights, wow!”
- “Much appreciated bud.”
- “Yay~!! Thanks buddy!!”
- “Now this is epic, thanks v much for turning the lights off.”
Jakey and Miyukes

Data:
Date: Times Asked: Times Obeyed: Compliments
Given:

23 2(x4) 2 2

24 3(x2) 2 2

25 2(x2) 2 2

26 1(x2) 1 1

27 3(x1) 3 3

28 1(x1) 1 1

Total: 24 11 11

Success Assessment Period Data:

(If the subject obeys at least five times then the experiment is a success.)
Date: Times Asked: Times Obeyed: Compliments Given:

29 3(x2) 2 2

1 3(x1) 3 3

2 3(x3) 1 1

Total: 18 6 6
Jakey and Miyukes

Key:

Number before the “(x)”: number of instances asked throughout the day
(x): number of times asked to perform task

Timeline:
Red: Reduced Praise | Yellow: Experiment Period | Green: Success Assessment
Sun Mon Tue Wed Thu Fri Sat

16 17 18 19 20 21 22

23 24 25 26 27 28 29

1 2 3 4 5 6 7

Results: ​State in full sentences, the result of your experiment. This should be at least 1
paragraph.

The result of this experiment was a success. The reason we are able to confirm this is by
observing not only the overall results, but especially those from the “success assessment” period.
The results and information from the weeks leading up to this important three day period was a
teaching period, and the results from those times should be regarded with the
in-the-process-of-learning in mind.

In the success plan we calculated that in order for this experiment to be a confirmed success, the
subject must obey at least five times over three days (five times minimum in total). Based on the
information provided by this “success assessment” period, we were able to conclude that with
the total amount of asks obeyed being six, that the experiment was a success.

In conclusion, by reinforcing Ramon’s mind with comments of validation when the task was
performed, and negative reactions when instructions were not obeyed, we were able to train
Ramon to subconsciously associate turning off the lights with positive emotions, and created a
habit. This drove Ramon to turn off the lights without being asked.
Jakey and Miyukes

Analysis: ​What is your theory as to why you got your results (whether they support your
hypothesis or refute it)? Call on your background research to help you here.

The results of our experiment aligned with our hypothesis. You could easily see in the data tables
that by the 3rd day of learning that Ramon began to comply with requests readily, even turning
the lights off without being asked once or twice. I believe this goes to show that our techniques
of introducing a high contrast in the amount of praise and politeness did indeed yield results.

Conclusion: ​State whether your hypothesis was correct, cite results that support/refute your
hypothesis. This should only be a few sentences.

We believe that our hypothesis may not be 100% correct but definitely accurate. There is
definitely a result that stems from lowering the amount of one thing then suddenly increasing it
higher than before to create a bigger contrast with less effort. In the first 3 days of the learning
period Ramon was not very compliant with requests, but by the third day the contrast of
validation began to register with his subconscious and induce more of the targeted obedience.
Due to the limited time of just one week to perform the experiment the results did not last, but if
we had a month or more, I’m sure that there is a possibility to create lasting results.

Sources of Error:

- When Ramon has headphones on and cannot hear the first few asks it effects the number
of asks (it increases)
- There are other variables in the subject’s private life that have possibly influenced
Ramon’s level of obedience
- Other people in the household (i.e. mother) would turn the lights off instead if Ramon
was not fast enough
- Ramon did not always turn the lights on when going downstairs, entering a room, etc.
- Miyuki had many after school commitments that took away from the observation time
(ex: potentially missed moments where the subject performed action on their own
accords)
Jakey and Miyukes

In the future, in order to reduce the amount of sources of error in this experiment, we would need
to plan around Miyuki (main observer)’s schedule and be aware of any and all external
prescences (perhaps by alerting them of the experiment, rules, etc.). We would also need to take
into consideration the fact that Ramon does not turn the lights on all the time, and potentially
calculate that along with the total.

Questions for Further Investigation:

1. Would using different positive/negative phrases evoke different responses and/or results
from the subject?
2. How much does repetition play a role in creating a continuous habit?
3. Is positive reinforcement stronger and more effective than negative reinforcement?
4. Does the age of the subject (15 years old) affect the experiment and its results?
5. During the teaching period, what would occur if different teaching methods were
applied? How would this alter the results? How would this alter the time frame?
Jakey and Miyukes

Bibliography

McLeod, S. (2018). ​Skinner - Operant Conditioning.

Retrieved from ​https://www.simplypsychology.org/operant-conditioning.html

University of Iowa, Department of Psychological and Brain Sciences. (Retrieved on March 10,
2020). ​Skinner Box.​ Retrieved from
https://psychology.uiowa.edu/comparative-cognition-laboratory/glossary/skinner-box