(Kimble; Hilgard; Marquis, 1961) (c) Explain the role of reward and punishment in your selected learning situation of 'How to ride a Bike'

A lot of aversive events are there inclusive of withholding reinforcement i.e. extinction, removing a positive reinforces i.e. response cost and presenting an aversive event contingent on a behavior i.e. punishment. The same variables that influence the effectiveness of reinforcement also influence the effectiveness of punishment, inclusive of the immediacy with which a negative event follows a behavior, the intensity of the event, and the schedule of punishment. It is important to comprehend that punishment constitute an inescapable aspect of life which individuals tend to learn through both punishing consequences and positive consequences. For instance in the selected learning situation of how to ride a bike, if the learner is not watching where he is going, he will sustain a fall which is a punishment for him. (Gambrill, 2006)

In the course of learning regarding the manner in which to ride a bike, an individual learns not to lean too far to one side as this is punished by falling. But maintaining a straight position is reinforced by avoiding unpleasant falls. This gives an illustration of the close association between punishment and negative reinforcement. In order to arrange for the negative reinforcement of a behavior, a negative event must be presented which can be removed contingent on the behavior. This event is presented after some preceding behavior or the lack of it and functions as a punishing event for that behavior. On the other hand, reward in the selected learning situation of how to ride a bike is the satisfaction of the learner that he is gradually learning how to ride a bike and will one day be successful. (Gambrill, 2006)

(d) Explain which form of instrumental conditioning would be most effective in your selected situation of 'How to ride a Bike'.

With rather more interoceptor complexity and anatomical specificity than individuals are comfortably certain of, a system based on classical conditioning could be applicable. But a different and very common type of learning is present...

This has been differently referred to as instrumental learning, trial and error learning, or operant conditioning. In common with classical conditioning, it is dependent on a repeated temporal relationship to reinforce a response, but as against classical conditioning, the relationship is between the response and a subsequent, instead a general consequence. For instance in the selected learning, in case the bicycle tilts to the left, the individual turns the bar to the right which corrects the tilt, but in case the individual makes an error and turns the handle bar left, he falls. (Dworkin, 1993)
With the pain accompanying each and every fall, the probability of turning left next time comes down. The same mechanism and pain is applicable to avert falling to the right. Mathematically, instrumental learning constitutes a function which takes as its argument only a reaction and the total value of the error and returns a new probability for the response. Although the neurobiological substrate of instrumental learning is yet to be completely understood, nevertheless it seems to be phylogenetically present everywhere and very strong. It is important to note that everybody is ready to tolerate enough pain and who does learns to ride a bike. (Dworkin, 1993)