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B F Skinner
An Evaluation of Operant Conditioning and its
Applications for instruction
Anthony James
EDTC 611
Learning and Cognition
Spring 2006
Operant Conditioning: An Overview
People operate in environmental settings
and stimuli present in the environment can
influence people.
These influences can either positively or
negatively reinforce behavior.
The proximity and consistency of the
reinforcer can either extinguish or shape
behavior depending on the schedule of
reinforcement.
Role of Reinforcement
Reinforcement is anything within the
environment that strengthens a behavior.
Reinforcement is not synonymous with
reward.
There are two types of reinforcement:
positive reinforcement and negative
reinforcement.
Positive Reinforcement
Positive reinforcement follows a response and is
the presenting or adding of a condition (positive
reinforcer) to a situation.
Example: A teacher that wants to increase the
probability that student will complete reading
assignments when given as homework might
consider awarding bonus to students who
answer questions correctly during class
discussion.
Negative Reinforcement
Negative Reinforcement is the removal of
a condition from a situation.
Example: A teacher that wants to increase
students’ averages on daily quizzes might
consider granting and exemption of Friday
for students that average 85% on quizzes
Monday through Thursday.
Negative Reinforcement is separate and
distinct from punishment
Punishment
Punishment is the presentation of an aversive
stimulus.
Punishment suppresses but does not eliminate a
response. Once the threat of punishment is
removed, the punished response may return.
Example: A student that is suspended for
bullying at school may be less likely to engage in
bullying behavior at school; however it is unlikely
that the bullying response will be reduced
significantly.
Role of a Schedule of
Reinforcement
A schedule of reinforcement refers to the
frequency in which reinforcement is
applied.
Schedules of reinforcement can be divided
into two scheduling categories: continuous
schedules of reinforcement and
intermittent schedules of reinforcement.
Continuous Schedules of
Reinforcement
Continuous schedules of reinforcement reinforce
behavior at every trial or every time the
desirable behavior is emitted.
Continuous schedules of reinforcement are used
when new skills are being acquired and one
wants to encourage correct responses.
Example: When teaching a three year old the
alphabet it might beneficial to praise the child
every time the child successfully makes the
sound of a letter of the alphabet.
Intermittent Schedules of
Reinforcement
Intermittent schedules of reinforcement
vary and are defined in terms of time and
the number of responses.
There are four basic intermittent schedules
of reinforcement: fixed-ratio, variable-ratio,
fixed interval, and variable-interval.
Fixed Ratio Schedule
With a fixed ratio schedule, reinforcement
is applied after a certain number of
responses occur; this number does not
change.
Example: A history teacher that awards
bonus point to students each time they
successfully answer four questions during
a history bowl challenge.
Variable Ratio Schedule
With a variable ratio schedule,
reinforcement is applied after a certain
number of responses occur; however, the
number of responses varies.
Example: A teacher that allows students to
de-stress by playing an approved
computer game after they successfully
complete on average four math
worksheets.
Fixed Interval Schedule
With a fixed interval schedule,
reinforcement is applied after a certain
amount of time has elapsed; the amount of
time is always the same.
Example: An elementary school that offers
recess at the same time every day.
Variable Interval Schedule
With a variable interval schedule,
reinforcement is applied after a certain
amount of time has elapsed; however, the
amount of time varies.
Example: A teacher that offers free time to
students. Free time might be offered after
a major assignment or after a certain
number of worksheets.
Role of Shaping
Shaping is a process of rewarding gross
approximations of a behavior, then closer
approximations, and finally, the desired behavior
itself.
Example: Teaching a child to play the piano. It
might be beneficial to praise the child correctly
identifying a key, then for recognizing the note
that a specific key makes, and then for making a
harmonious melody using the keys and notes
learned.
Role of Extinction
Extinction is the process by which a
response becomes disassociated with a
particular stimulus because it is not
followed by a reinforcer.
Example: Students that behave
appropriately in class but are not
reinforced for doing so may stop behaving
appropriately in class.
References
Boeree, G. (n.d.). Personality Theories: B F Skinner. Retrieved
January 23, 2006, from http://www.ship.edu/~cgboeree/skinner.html
Bull, K. S. (1999). Current and Historical Learning Theory: An Online
Hypertext. Retrieved January 23, 2006, from
http://home.okstate.edu/homepage.nsf/toc/EPSY5463C4
Feist, J & Feist, G. J. (1998). Theories of Personality. McGraw Hill.
Palmer, J. (2003). Operant Conditioning. Retrieved January 23,
2006, from http://peopleeku.edu/palmerj/200/operant.htm
Schunk, Dale H. (2004). Learning Theories: An Educational
Perspective. Upper Saddle River, New Jersey: Pearson Education,
Inc.
Skinner, B. F. (1971). Beyond Freedom and dignity. New York:
Knopf.