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Skinner

Operant conditioning is a theory of learning developed by B.F. Skinner that focuses on how environmental stimuli shape behavior through reinforcement and punishment. Reinforcement increases the frequency of behaviors, while punishment decreases behaviors. Skinner applied operant conditioning principles to areas like programmed instruction, where students receive immediate feedback to correct responses and are positively reinforced through praise and grades. Operant conditioning has been widely used in clinical settings, education, and other areas to modify behaviors through reinforcement schedules.

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168 views2 pages

Skinner

Operant conditioning is a theory of learning developed by B.F. Skinner that focuses on how environmental stimuli shape behavior through reinforcement and punishment. Reinforcement increases the frequency of behaviors, while punishment decreases behaviors. Skinner applied operant conditioning principles to areas like programmed instruction, where students receive immediate feedback to correct responses and are positively reinforced through praise and grades. Operant conditioning has been widely used in clinical settings, education, and other areas to modify behaviors through reinforcement schedules.

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yanzsuxx
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Operant Conditioning 

 (B.F. Skinner)
Overview:

The theory of B.F. Skinner is based upon the idea that learning is a function of change in
overt behavior. Changes in behavior are the result of an individual's response to events
(stimuli) that occur in the environment. A response produces a consequence such as defining
a word, hitting a ball, or solving a math problem. When a particular Stimulus-Response (S-R)
pattern is reinforced (rewarded), the individual is conditioned to respond. The distinctive
characteristic of operant conditioning relative to previous forms of behaviorism
(e.g., Thorndike, Hull) is that the organism can emit responses instead of only eliciting
response due to an external stimulus.

Reinforcement is the key element in Skinner's S-R theory. A reinforcer is anything that
strengthens the desired response. It could be verbal praise, a good grade or a feeling of
increased accomplishment or satisfaction. The theory also covers negative reinforcers -- any
stimulus that results in the increased frequency of a response when it is withdrawn (different
from adversive stimuli -- punishment -- which result in reduced responses). A great deal of
attention was given to schedules of reinforcement (e.g. interval versus ratio) and their effects
on establishing and maintaining behavior.

One of the distinctive aspects of Skinner's theory is that it attempted to provide behavioral
explanations for a broad range of cognitive phenomena. For example, Skinner explained
drive (motivation) in terms of deprivation and reinforcement schedules. Skinner (1957) tried
to account for verbal learning and language within the operant conditioning paradigm,
although this effort was strongly rejected by linguists and psycholinguists. Skinner (1971)
deals with the issue of free will and social control.

Scope/Application:

Operant conditioning has been widely applied in clinical settings (i.e., behavior modification)
as well as teaching (i.e., classroom management) and instructional development (e.g.,
programmed instruction). Parenthetically, it should be noted that Skinner rejected the idea of
theories of learning (see Skinner, 1950).

Example:

By way of example, consider the implications of reinforcement theory as applied to the


development of programmed instruction (Markle, 1969; Skinner, 1968)

1. Practice should take the form of question (stimulus) - answer (response) frames which
expose the student to the subject in gradual steps

2. Require that the learner make a response for every frame and receive immediate feedback

3. Try to arrange the difficulty of the questions so the response is always correct and hence a
positive reinforcement
4. Ensure that good performance in the lesson is paired with secondary reinforcers such as
verbal praise, prizes and good grades.

Principles:

1. Behavior that is positively reinforced will reoccur; intermittent reinforcement is


particularly effective

2. Information should be presented in small amounts so that responses can be reinforced


("shaping")

3. Reinforcements will generalize across similar stimuli ("stimulus generalization")


producing secondary conditioning

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