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Running head: LEARNING THEORY: SKINNER + GAGNE
Learning Theory
Skinner + Gagne
Bradley Schoch
California State University Monterey Bay
IST 520 – Learning Theory
Nancy G. Lockwood
LEARNING THEORY: SKINNER + GAGNE
Schoch, 1
Table of Contents
Introduction ………………………………………………………………………..…..… 2
Key Concepts and Principles …..…………………………………………………….... 2
Implications on Instruction ….………………………………………………………….. 5
Real World Examples and Research Studies ...……………………………………… 6
Conclusion ……………………………………………………………………………….. 6
References ……………………………………………………………………………….. 8
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Introduction
Skinner’s theory of operant conditioning plays a major role in learning today and will
continue into the future. Many Instructional designers have tossed out the idea of
behaviorist learning theory. They have taken a fondness to newer more complex cognitive
learning theories, like Gagne’s Conditions of Learning. Skinner’s theory may not explain
how we learn in full, but it is the foundation on how we begin to learn.
Key Concepts and Principles
Burrhus Frederic Skinner, Skinner for short, was born in a small Pennsylvania town called
Susquehanna on March 20, 1904 (Boeree, 2006). Skinner followed John Watsons
approach to behaviorism. They both believed that psychology would only become a
science if psychological research focused on behavior (Gredler, 2009). Skinner united to
contradicting theories, one by Pavlov called classical conditioning model and the other by
Thorndike know as instrumental conditioning (Gredler, 2009).
Skinner set up an experiment using pigeons to help explain and test his theory (Miller,
Langendoen and Katz, 1980). Skinner keeps the animals at a level of hunger that would
make the animal want to keep eating. He would only reward the pigeon for doing a
specific task. Every time the bird preformed this task he/she would receive a treat. The
pigeon would repeat the act and continue to collect his reward.
Operant conditioning is not as focused on teaching information as it is changing ones
behaviors. One does this by providing stimuli wither positive or negative reinforcements
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right after the behavior is displayed (Smith, 2003). In this simple non-complex view of
learning, there are only two main factors that affect the way we behave and learn to
behave. These two key factors are wither you are rewarding an individual or providing a
punishment. Skinner considers punishments to be less effective than rewarding the
students and should be avoided (Gredler, 2009). When giving positive stimuli you are
producing the motive for the student to perform the task in the same way as they
previously did to receive the praise in the first place.
The teacher, instructor, mentor, coach or even other students play a major role in
skinner’s theory. When students or peers present feedback it is called “social reinforcers”.
A teacher must not only provide the learner with crucial feedback, but also setup the
classroom environment to account for social reinforcement (Gredler, 2009). At the end of
the day the mentor is controlling the environment to draw out a preferred response
(Smith, 2003). The student can also receive feedback from their surrounding environment
(Gredler, 2009). For instance, a child touches a hot pan on the oven; the child alters
his/her behavior through negative stimuli. Resulting in the child learning to not touch
things on the stove.
Skill development through hands on activitie, behavioral changes and a competency
based education setting would be the place to use Skinner’s operant conditioning theory.
To receive the best results some basic strategies should be used. During practice the
teacher needs to prepare materials in question form. Arrange the question in a way that
the student’s responses will be correct in some way shape or form. By doing this the
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mentor is providing positive reinforcement over negative reinforcement. Only expose new
subjects in gradual frames. Provide the learner opportunities to responded frequently; this
will give the instructor a way to provide feedback more often. Present secondary
reinforces for good performance during lessons (Markle, 1969)
Skinner’s theory is not with out fault. Many have pass judgment on the lack of mental
events in Skinner’s core principles. Even today with all of our technology we have not
invented a way to analyze complex human behaviors. In addition, this theory is great
when we are learning how to tie our shoes, but lacks the ability measure learning when
one is learning more complex behaviors like understanding the vast changing stock
market. Do to the limitations with Skinner’s theory; instructional designers must also
incorporate Roberts Gagne’s Conditions of Learning, when tackling more complex
behaviors.
Gagne has set up nine phases of learning (Gredler, 2009). This phases help design
classroom instruction. The teacher plays the foremost important role in Gagne’s theory.
They are to setup and write out the skills to be learned, breakdown what skills the learner
must already possess and decide on what instructional events will be used to teach the
objectives (Gredler, 2009). There are five categories of learning. You can distinguish
between each of the categories by the different in performances and differences in the
requirements of learning. The categories of learning need different external and internal
settings and also need the nine phase of cognitive processing to be effective (Gagne,
1985).
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The nine phases include; gaining attention, identify objective, recall prior learning, present
stimulus, guiding learning, elicit performance, provide feedback, assess performance, and
enhance retention/transfer (Clark, 2004). A disadvantage of Gagne’s theory is that
teachers or instructional designers should research and study prior to the learning
process takes place giving teachers an unneeded hardship when implementing this
theory in the classroom. Time is also a factor when working with the nine phases of
learning especially for teachers.
Readings in Philosophy of Psychology, Volume I, provides a rich understanding into
Skinner’s experiments and ideals. Instructionaldesign.org provides a quick users guide to
operant conditioning and conditions of learning. Big Dog and Little Dog offer a heavy
amount of information on Gagne and his nine events, they even make videos available.
YouTube also provides great informal educational videos on behaviorist learning theory
and Skinner’s box.
Implications on Instruction
Both, operant conditioning and conditions of learning theories have shaped formal
leaning. Gagne’s nine phases really can only be used in instructional and training
environments. Skinner’s theory is always in effect, but can be enhanced when used
during instruction or trainings. Gagne’s theory gives a guide or map to creating effective
learning situations for the learner. The seventh phase of conditions of learning is to
provide feedback. Using Skinner’s idea on positive reinforcement can strengthen the
learning that takes place during the training or class period.
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Real World Examples and Research Studies
In the world of sailing summer is the time of education. Many yacht clubs and sailing
centers setup programs to teach children to sail. Most of the learning takes place on the
water versus in the classroom. Students learn from their own actions. The boat responds
to what they do, providing instantaneous feedback. This is why sailing provides a unique
ability to teach young and old students about self-accountability. If the sailor does not let
out the sail when a puff of wind hits, the boat will capsize. This is basic behaviorist
learning. There is still learning that takes place in the classroom.
Ganes’s nine phases come in handed when providing the student with a pre and post
chuck-talk. In talk the instructor gains the attention of the students, which can be very
changeling when you get fifteen, eight to eleven year olds together. Next the sailing
instructor will provide the students with the objective for the day. Prior knowledge is
incorporated in the lector to help the students understand. After talking to the sailors the
class shoves off the dock. On the water the coach can provide feedback and assessing
performance. Once back on land the instructor can remind the sailors of some of the key
concepts to master the objective. By doing this the instructor is improves retention the
knowledge gained by the student.
Conclusion
It is important to realize that when teaching students, he/she cannot use only one learning
theory. Most theories play off or build from each other. Behaviorist learning theory helps
explain why we can learn from the world around us and how providing positive feedback
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can improve student’s learning. When setting up a classroom or work training the
instructional designer should use Ganes’s nine phases of learning to help construct the
learning environment. By combining both Skinner and Ganes theories together
unbelievable progress can be made.
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References
Boeree, C. G. (2006). B. f. skinner. Retrieved Apr. 15, 2012 from
http://webspace.ship.edu/cgboer/skinner.html
Clark, D. R. (2004).The Art and Science of Leadership. Retrieved Apr. 15, 2012 from
http://nwlink.com/~donclark/leader/leader.html
Gagne, R. (1985). The conditions of learning (4th.). New York: Holt, Rinehart & Winston.
Gredler, M. (2009). Learning and instruction. (6th ed.). Columbus, Ohio: Pearson.
Markle, S. (1969). Good frames and bad (2nd ed.). New York: Wiley.
Miller, G. A., Langendoen, T., & Katz, J. J. (1980). Readings in philosophy of psychology .
(1 ed., Vol. 1). United States of America: Ned Block. Retrieved Apr. 15, 2012 from
http://books.google.com/books?id=5Nyh9goAKgsC&printsec=frontcover&source=g
bs_ge_summary_r&cad=0#v=onepage&q&f=false.
Smith, M. K. (2003). Learning theory. Retrieved Apr. 15, 2012 from
http://www.infed.org/biblio/b-learn.htm