A Brief Discussion on Burrhus Frederic Skinners

Operant Conditioning

MENDOZA, Angelika Marie J.

MORADA, Andrea Beatriz M.

MORALES, Mileena Nichole T.

MUNGCAL, Ryan M.

GROUP 8

2A-MT
I. Objectives

The report on Operant Conditioning entails the following objectives:

1. To understand the theory of operant conditioning by explanation of background

and scientific experiments related to the theory

2. To differentiate operant conditioning from previously discussed behavorial theories

3. To identify possible applications of the theory in teaching and learning

II.Introduction

B. F. Skinner was a behavioral psychologist who expanded the field by defining and
elaborating on operant conditioning. He coined the term operant conditioning; it means
roughly changing of behavior by the use of reinforcement which is given after the
desired response.

The work of Skinner was rooted in a view that classical conditioning was far too
simplistic to be a complete explanation of complex human behavior. He believed that
the best way to understand behavior is to look at the causes of an action and its
consequences. He called this approach operant conditioning. This approach deals with
operants - intentional actions that have an effect on the surrounding environment.
Skinner set out to identify the processes which made certain operant behaviors more or
less likely to occur.

The difference between classical conditioning and operant conditioning is that in

operant conditioning, a voluntary response is then followed by a reinforcing stimulus. In
this way, the voluntary response (e.g. studying for an exam) is more likely to be done by
the individual. In contrast, classical conditioning is when a stimulus automatically
triggers an involuntary response.

Operant conditioning is a theory of behaviorism that focuses on changes in an

individual's observable behaviors. With this, new or continued behaviors are impacted
by new or continued consequences. Research regarding this principle of learning was
first conducted by Edward L. Thorndike in the late 1800s, then brought to popularity by
B. F. Skinner in the mid-1900s. Much of this research informs current practices in
human behavior and interaction.

Skinner attempted to prove an extension of Thorndikes operant conditioning and the

law of effect theory that all behaviors are in some way a result of operant
conditioning. Skinner theorized that if a behavior is followed by reinforcement, that
behavior is more likely to be repeated, but if it is followed by some sort of aversive
stimuli or punishment, it is less likely to be repeated. He also believed that this learned
association could end, or become extinct, if the reinforcement or punishment was
removed.

III. Discussion

Skinner studied operant conditioning by conducting experiments using animals which he

placed in a 'Skinner Box' which was similar to Thorndikes puzzle box.

He coined the term operant conditioning; it means roughly changing of behavior by the
use of reinforcement which is given after the desired response. Skinner identified three
types of responses or operant that can follow behavior.

Neutral operants: responses from the environment that neither increase nor decrease
the probability of a behavior being repeated.

Reinforcers: Responses from the environment that increase the probability of a

behavior being repeated. Reinforcers can be either positive or negative.

Punishers: Responses from the environment that decrease the likelihood of a behavior
being repeated. Punishment weakens behavior.

Positive Reinforcement
Skinner showed how positive reinforcement worked by placing a hungry rat in his
Skinner box. The box contained a lever on the side that dropped a food pellet when
triggered. As the rat moved about the box it would accidentally knock the lever. They
saw this as the positive consequence of the action they did. The rats quickly learned to
go straight to the lever after a few times of being put in the box. The consequence
ensured that they would repeat the action again and again.

Negative Reinforcement

To remove an unpleasant reinforcer strengthens behavior. This is known as negative

reinforcement, a reinforcement wherein an adverse stimulus which is rewarding to the
animal or person is removed. It strengthens behavior because it stops or removes an
unpleasant experience.

An example of how negative reinforcement works was showed by Skinner by placing a

rat in his Skinner box. The rat would be subjected to an unpleasant electric current
which would cause it some discomfort. As the rat moved about the box, it would
accidentally knock the lever, switching off the electric current. The rats quickly learned to
go straight to the lever upon being put inside the box for a few times. The outcome of
escaping the discomfort caused by the electric current ensured that they would repeat
the action again and again.

Punishment

Punishment, the opposite of reinforcement, is designed to weaken or eliminate a

response rather than increase it. It is an aversive event which decreases the behavior
that it follows.

Like reinforcement, it can work either by directly applying an unpleasant stimulus like a
shock after a response or by removing a potentially rewarding stimulus, for instance,
deducting someones pocket money to punish undesirable behavior.

Skinner later created a superstitious pigeon to prove his idea that behaviorism was
responsible for all actions. He fed the pigeon every 15 seconds and observed its
behavior. He found out that its actions would change based on what it was doing in the
moments before food was given, regardless of the fact that those actions had nothing to
do with the dispensing of the food. He noticed that the pigeon had fabricated a casual
relationship between its actions and the presentation of reward. This development of
superstition led Skinner to believe all behavior could be explained as a learned
reaction to specific consequences.
He often used an approach called shaping in his operant conditioning experiments.
Instead of rewarding only the target or desired behavior, the process of shaping involves
the reinforcement of successive approximations of the target behavior. Behavioral
approximations are behaviors that, over time, grow increasingly closer to the actual
desired response.
IV. How the Theory Impacts Learning

Skinner believed that all behavior is predetermined by past and present events in the
objective world. Ideas such as free will or individual choice werent included in his
theories; instead, he posited that all behavior could be explained using learned, physical
aspects of the world, including life history and evolution. His work remains extremely
influential in the fields of psychology, behaviorism, and education.

In the common learning situation, operant conditioning applies largely to issues of class
and student management, rather than to learning content. It is very relevant to shaping
skill performance.
Providing feedback on learner performance, e.g. compliments, approval,
encouragement, and affirmation, is a simple way to shape behavior.. A variable-ratio
produces the highest response rate for students learning a new task, whereby initially,
reinforcement (e.g. praise) occurs at frequent intervals, and as the performance
improves, reinforcement occurs less frequently, until eventually only exceptional
outcomes are reinforced.
For example, if a teacher wanted to encourage students to answer questions in class
they should praise them for every attempt (regardless of whether their answer is
correct). Gradually the teacher will only praise the students when their answer is
correct, and over time only exceptional answers will be praised.
Unwanted behaviors, such as tardiness and dominating class discussion can be
eliminated by being ignored by the teacher (rather than being reinforced by having
attention drawn to them).
Knowledge of success is also important as it motivates future learning. However it is
important to vary the type of reinforcement given, so that the behavior is maintained.
This is not an easy task, as the teacher may appear insincere if he/she thinks too much
about the way to behave.

Application

In order for us to understand the Operant Conditioning more clearly, we will have this
activity entitled Praise and Punish Your Peers. It is an activity that exhibits how the
Operant Conditioning works.
There would be a volunteer per group and these volunteers would exit the room. When
they are out, their group mates would think of a simple task for them and the volunteers
must be able to do them without even knowing what it is. The group mates will not be
able to talk but the only thing that they can do is to clap whenever their volunteer would
be closer in performing the task. Through this, the group mates would act as positive
reinforcers and not long enough, the volunteers will be able to understand what they are
trying to point out. In another group, another approach will be used. Without speaking,
the group mates would only boo whenever the volunteer does something different or is
far from doing the performed task he/she must do. Booing would be a form of a positive
punishment which would also in turn, lead the volunteers to doing the task they are
supposed to do.

This activity shows through reinforcements and punishments, one will be able to learn
as how the Operant Conditioning explains it.

Reference

[1] Skinner - Operant Conditioning. (1970, January 01). Retrieved January 30, 2017,
from http://www.simplypsychology.org/operant-conditioning.html
[2] Source: Boundless. Basic Principles of Operant Conditioning: Skinner. Boundless
Psychology Boundless, 26 May. 2016. Retrieved 21 Jan. 2017
from https://www.boundless.com/psychology/textbooks/boundless-psychology-
textbook/learning-7/operant-conditioning-47/basic-principles-of-operant-conditioning-
skinner-197-12732/
[3] Classical and Operant Conditioning - Behaviorist Theories. (2016, September 08).
Retrieved January 30, 2017, from https://www.learning-theories.com/operant-
conditioning-skinner.html