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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 LEARNING THEORY: SKINNER + GAGNE Schoch, 2 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 LEARNING THEORY: SKINNER + GAGNE Schoch, 3 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 LEARNING THEORY: SKINNER + GAGNE Schoch, 4 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). LEARNING THEORY: SKINNER + GAGNE Schoch, 5 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. LEARNING THEORY: SKINNER + GAGNE Schoch, 6 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 LEARNING THEORY: SKINNER + GAGNE Schoch, 7 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. LEARNING THEORY: SKINNER + GAGNE Schoch, 8 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