操作制約

操作制約（operant conditioning）係一種學習過程，指一隻生物學識邊啲行為有利佢達到目的（令佢開心舒服）邊啲不利（令佢唔開心唔舒服），並且改變自己嘅行為嚟作出適應。

舉個例子說明：將一個臊孲子擺喺一個搖籃度，並且喺佢嘅一隻腳度綁一條絲帶，條絲帶連住一舊喺個臊孲子上面（佢睇得到）嘅物體嗰度，所以個臊孲子有得踢自己隻腳嚟令到舊物體郁－實驗發現，臊孲子通常會喺一兩分鐘之內開始起勢係噉踢，反映臊孲子鍾意呢種刺激（令佢開心）。跟手個研究員會喺（例如）一個禮拜之後再俾個臊孲子做一次噉樣嘅測試，如果個臊孲子記得「踢隻腳舊物體就會郁」嘅話，噉佢踢隻腳嘅速度會快過一個未經歷個上次試驗嘅臊孲子嘅。實驗顯示，2 至 3 個月大嘅臊孲子能夠記住操作制約學到嘅行為記成 1 個禮拜，而 6 個月大嘅臊孲子就記到成 2 個禮拜，18 個月大嘅細路仲記到成 13 個禮拜噉耐^[1]^[2]^[3]。

研究

操作制約可以用嚟解釋習慣嘅形成。有心理學家指出，極密集嘅操作制約訓練會令一個行為變成習慣，例如有實驗就試過噉做：研究者搵一柞大家鼠返嚟做受試者，將呢柞大家鼠分做 $A$ 同 $B$ 兩組；首先，兩組都喺同樣嘅情況下受訓，將每隻都分別擺入一個箱入面，箱入面有個掣，個掣一撳就有嘢食；兩組差異在於 $A$ 組受訓時間短，而 $B$ 組受訓時間長；訓練期完咗之後，研究者俾柞大家鼠做一個貶值測試（devaluation test）－意思即係話俾啲大家鼠冇咁肚餓（冇咁需要嘢食）嗰陣做測試；一般結果係，大家鼠冇咁肚餓嗰時會冇咁傾向走去撳嘢食掣；同時研究者又發現咗所謂嘅過度訓練效應（overtraining effect）－只要 $B$ 組受訓嘅時間長到超過咗某個臨界值， $B$ 組嘅受試者就會變成唔受貶值影響，即係變成肚唔肚餓都走去勁撳掣^[4]^[5]。

對於呢個實驗結果，主流心理學界嘅理解如下：動物嘅行為系統可以分做目標主導系統（goal-oriented system）同習慣系統（habit system）兩大子系統；前者係會經過思考嘅，例如知自己唔肚餓就唔會走去搵嘢食；後者係唔經思考嘅，明明自己唔肚餓，都出於習慣噉走去撳掣；極密集嘅操作制約訓練會令一個行為變成難改嘅習慣。有精神醫學等領域嘅研究者指出，呢個效應同強迫症（OCD）等嘅心理病有相似之處－強迫症患者會係噉走去做某一啲對佢哋有益嘅嘢（例如係洗手），但往往就不斷習慣性噉勁做，搞到自己健康出問題（例如勁洗手，洗到對手有皮膚問題）；因為噉，過度訓練效應可以用嚟做強迫症相關嘅研究^[6]。

睇埋

參考

↑ Rovee-Collier, Carolyn (1999). "The Development of Infant Memory". Current Directions in Psychological Science. 8 (3): 80–85.
↑ Rovee-Collier, C.K., Bhatt, R.S. (1993). Ross Vasta, ed. Evidence of long-term retention in infancy. Annals of Child Development. 9. London: Jessica Kingsley Pub. pp. 1–45.
↑ Hartshorn, K.; Rovee-Collier, C.; Gerhardstein, P.; et al. (March 1998). "The ontogeny of long-term memory over the first year-and-a-half of life". Dev Psychobiol. 32 (2): 69–89.
↑ Dickinson, A., Balleine, B. W., Watt, A., Gonzalez, F., & Boakes, R. A. (1995). Motivational control after extended instrumental training. Animal Learning & Behavior, 23, 197–206.
↑ Balleine, B. W., & O’Doherty, J. P. (2010). Human and rodent homologies in action control: Corticostriatal determinants of goal-directed and habitual action. Neuropsychopharmacology, 35, 48–69.
↑ de Wit, S., Kindt, M., Knot, S. L., Verhoeven, A. A., Robbins, T. W., Gasull-Camos, J., ... & Gillan, C. M. (2018). Shifting the balance between goals and habits: Five failures in experimental habit induction. Journal of Experimental Psychology: General, 147(7), 1043.

[1] Rovee-Collier, Carolyn (1999). "The Development of Infant Memory". Current Directions in Psychological Science. 8 (3): 80–85.

[2] Rovee-Collier, C.K., Bhatt, R.S. (1993). Ross Vasta, ed. Evidence of long-term retention in infancy. Annals of Child Development. 9. London: Jessica Kingsley Pub. pp. 1–45.

[3] Hartshorn, K.; Rovee-Collier, C.; Gerhardstein, P.; et al. (March 1998). "The ontogeny of long-term memory over the first year-and-a-half of life". Dev Psychobiol. 32 (2): 69–89.

[4] Dickinson, A., Balleine, B. W., Watt, A., Gonzalez, F., & Boakes, R. A. (1995). Motivational control after extended instrumental training. Animal Learning & Behavior, 23, 197–206.

[5] Balleine, B. W., & O’Doherty, J. P. (2010). Human and rodent homologies in action control: Corticostriatal determinants of goal-directed and habitual action. Neuropsychopharmacology, 35, 48–69.

[6] Wit, S., Kindt, M., Knot, S. L., Verhoeven, A. A., Robbins, T. W., Gasull-Camos, J., ... & Gillan, C. M. (2018). Shifting the balance between goals and habits: Five failures in experimental habit induction. Journal of Experimental Psychology: General, 147(7), 1043.

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