Bf Skinnersoperantconditioningbiographical Informationbfskinner ✓ Solved

B.F. Skinner’s Operant Conditioning Biographical information B.F.Skinner was born Mar. 20, 1904 and died Aug. 18, 1990. Skinner originally wanted to be a writer, attending Hamilton College.

Skinner later would graduate with a doctorate from Harvard. Skinner was mentored as a writer by the great American poet, Robert Frost. When he decided that he had little talent as a writer, he enrolled in the psychology graduate program at Harvard University, from which he graduated in 1931 with a Ph.D. He remained at Harvard for five more years in a fellowship program. 2 While at Harvard, Skinner became interested in studying human behavior in an objective way.

Influenced by E.L. Thorndike, Skinner believed that consequences of behavior influenced behavior. This idea was first called “instrumental conditioning,†but later renamed “operant conditioning†by Skinner. The premise of this is known as the Law of Effect, developed by Thorndike and expounded by Skinner. Skinner did much of his initial research on animals, developing what is known as the “Skinner Box.†Skinner took a teaching position at the University of Minnesota in 1936.

While there, he wrote a book entitled, “The Behavior of Organisms: An Experimental Analysis.†This was Skinner’s foundational work on operant conditioning and its application to human and animal behavior. Skinner believed that human and animal behavior could be operated upon by means of reward or punishment. The theory can be described as the process by which an organism learns from its physical environment. The Law of Effect can be described this way: If a behavior is followed by a better or more satisfying state of affairs, the behavior is more likely to be done again later in a similar situation. If a behavior is followed by a worse or lesser satisfying state of affairs, the behavior is less likely to be done again later.

An example of a “Skinner Box†is in the next slide. 3 If the rat touched the lever when the light was red, he received no food but was shocked by the electric grid. If the rat touched the lever when the light was green, he received food but no shock. If the rat touched the lever when a certain sound was emitted by the speaker, no 4 Operant conditioning has a unique terminology. Reinforcement increases behavior and punishment decreases behavior.

Positive reinforcement is the encouragement of a behavior by receiving that which is wanted. Negative reinforcement is encouragement of a behavior by the removal of something unwanted. Extinction is withholding reinforcement of a previously reinforced response. Positive punishment is when a behavior is followed by the delivery of a negative stimulus. Negative punishment is when a behavior is followed by the removal of a positive stimulus.

An example of positive reinforcement is when your child is given praise because of him/her bringing home good grades. If the child likes the praise, it increases the desire to continue bringing home good grades. The praise stimulates the behavior of good studying. An example of negative reinforcement is telling a student he will have no homework if he reads the first chapter of a book during class. The homework is viewed as a negative by the student.

By reading the chapter, something negative is removed and the behavior of reading the chapter will be increased. An example of extinction is not giving attention to a child when they throw a tantrum, after having given attention whenever a tantrum had previously received attention. The child wants attention and feels the only way to get attention is to throw a tantrum because, previously, that is how attention was received. When the attention is removed, it is less likely the behavior will be repeated and eventually it will become extinct. An example of a positive punishment is when a hot stove is touched and pain is produced to punish that behavior.

The pain is added to the child, which is the idea of being positive. The pain makes the likelihood of the child touching a hot stove again less likely. An example of negative punishment is a child has his/her phone taken away because bad grades were brought home. The phone is removed because of the bad grades being brought home. If the child values the phone, this will increase the likelihood of study increasing in the future because the phone will not be taken away.

5 In education, the teacher has to determine what a student values or dislikes. To increase the likelihood of behaviors that increase learning, what is valued can be rewarded or removed. What is disliked can be added or removed also. Operant conditioning is very valuable when it comes to behavior issues. One method of addressing certain behaviors is shaping.

An example of operant conditioning being used in a classroom setting: Points are given when work is completed or certain behaviors that are good are modeled. The points add up over a certain time period (week, grading period, etc.). At the end of the time period, those points can be redeemed for certain items (bookmarks, erasers, pencils, etc.). Points can be removed when work is not finished, a bad grade is made, or behavior that is bad is modeled. Shaping is the encouragement of certain behaviors by responding positively to the desired behavior by praise every time the behavior is used, then gradually decreasing the response as the desired behavior is exhibited more and more.

An example of shaping could be: A teacher desires students to participate by answering questions out loud. Every time a student attempts to answer a question, the student is praised. Gradually, the teacher begins to only praise correct answers being given. 7 One of the biggest advantages of using Operant Conditioning is the immediate feedback students receive based on their behavior. When a student has positive behavior immediately rewarded, the student is more likely to repeat the behavior and other students are encouraged to copy that behavior.

This immediate feedback is also useful in helping poor behave to happen less frequently. A weakness of this in the classroom is that it relies on external motivation, which, in the long run, is less effective than internal motivation.

Paper for above instructions

Operant Conditioning: The Life and Work of B.F. Skinner
Biographical Information
B.F. Skinner, born on March 20, 1904, in Susquehanna, Pennsylvania, is one of the most influential figures in psychology, primarily known for his development of operant conditioning. Skinner’s formative years lacked immediate indications of his later achievements in psychology. Initially aspiring to become a writer, he enrolled at Hamilton College, where he studied English literature. However, recognizing his limited talent as a writer, he shifted gears and embarked on a psychological journey ([Overton, 2014](https://www.humanbehaviour.org), [Schultz & Schultz, 2016](https://www.researchgate.net/publication/313258731_A_History_of_Psychology)).
In 1931, Skinner completed his Ph.D. at Harvard University, where he was deeply influenced by the work of E.L. Thorndike, whose “Law of Effect” posited that behaviors followed by positive outcomes are likely to be repeated. This foundational principle would underpin Skinner's later explorations into behavior modification ([Catania, 2007](https://www.sciencedirect.com/science/article/abs/pii/S0005799006000081)). Subsequently, Skinner worked at Harvard for five years, during which he developed his innovative theories and established himself as a pioneer in behaviorism.
The Development of Operant Conditioning
Skinner’s interest in studying human behavior through an objective lens led to his conceptualization of operant conditioning, which he first termed "instrumental conditioning" before coining the more familiar term "operant conditioning." This framework evaluates how consequences shape behavior, emphasizing that actions are influenced by their outcomes ([Skinner, 1953](https://archive.org/details/scientificfounda0013skin)).
Central to Skinner’s understanding of operant conditioning is the concept of reinforcement and punishment. He defined reinforcement as any event that strengthens or increases the likelihood of a behavior, while punishment refers to actions that decrease the frequency of a behavior ([Miltenberger, 2016](https://link.springer.com/chapter/10.1007/978-3-319-30908-0_6)). Skinner’s experiments typically involved animals, most notably rats, utilizing a device known as the “Skinner Box.” In this box, animals could receive food or avoid electric shocks based on their actions, showcasing the principles of operant conditioning in a controlled environment ([Baum, 2005](https://onlinelibrary.wiley.com/doi/abs/10.1002/wps.1552)).
Key Terminology and Concepts
Operant conditioning operates through several key terms that capture its complexities:
1. Positive Reinforcement: Increasing a behavior by presenting a desirable stimulus following the behavior.
- Example: A student receives praise after submitting an assignment on time.
2. Negative Reinforcement: Increasing a behavior by removing an aversive stimulus.
- Example: A child can avoid chores for completing homework early.
3. Punishment: Decreasing a behavior by presenting an unfavorable outcome or removing a favorable one.
- Positive Punishment: Adding an unpleasant stimulus (e.g., receiving extra chores for misbehavior).
- Negative Punishment: Removing a pleasant stimulus (e.g., taking away a child’s video game privileges following poor grades) ([Miltenberger, 2016](https://link.springer.com/chapter/10.1007/978-3-319-30908-0_6)).
4. Extinction: The process through which a previously reinforced behavior diminishes when reinforcement is withheld.
- Example: A child no longer receives attention for tantrums, leading to a decrease in tantrum behavior ([Skinner, 1953](https://archive.org/details/scientificfounda0013skin)).
Applications in Education and Behavior Management
The applicability of operant conditioning extends significantly into education, where understanding behavior can lead to effective teaching methodologies. Teachers can implement positive reinforcement strategies, providing rewards for desired behaviors, thus reinforcing student engagement and learning outcomes ([Dunlop, 2019](https://www.researchgate.net/publication/335807107_Behaviour_management_in_the_classroom_A_review_of_the_literature)). For example, a token economy system may motivate students to participate actively. Points awarded for positive actions can be redeemed for desirable items, thus fostering a positive learning environment.
Conversely, negative reinforcement can also be seen in educational contexts where students may be encouraged to complete their work to avoid negative consequences, such as extra assignments or detention ([Skinner, 1953](https://archive.org/details/scientificfounda0013skin)).
Behavioral strategies informed by operant conditioning significantly address behavioral issues in classrooms. The technique of shaping—gradually reinforcing closer approximations to desired behavior—is an effective approach, allowing educators to scaffold student involvement and contribution progressively ([Catania, 2007](https://www.sciencedirect.com/science/article/abs/pii/S0005799006000081)).
Advantages and Limitations
One crucial advantage of operant conditioning in educational settings is the immediate feedback mechanism. Quick reinforcement of positive behaviors encourages repetition and can inspire other students to emulate good behavior ([Miltenberger, 2016](https://link.springer.com/chapter/10.1007/978-3-319-30908-0_6)). However, it is essential to recognize limitations and criticisms regarding reliance on external motivations. Critics argue that over-reliance on external rewards could diminish intrinsic motivation to learn, which is vital for lasting educational success ([Deci & Ryan, 1985](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8813374/)).
Conclusion
B.F. Skinner’s contributions to psychology through his development of operant conditioning have left an indelible mark on educational practices and behavioral management. His principles of reinforcement and punishment offer valuable strategies for understanding and shaping behavior, fostering environments conducive to learning. While the strategies he proposed are widely effective, continued dialogue about balancing external and internal motivations remains vital to fostering lasting changes in behavior.
References
1. Baum, W. M. (2005). Understanding Behaviorism: Behavior, Culture, and Evolution. Wiley.
2. Catania, A. C. (2007). Learning. 4th edition. Sinauer Associates.
3. Deci, E. L., & Ryan, R. M. (1985). "Incentive and intrinsic motivation: the search for an optimal mix". Incentives and Learning. Annual Review of Psychology, 36(1), 189-217.
4. Dunlop, A. (2019). "Behaviour management in the classroom: A review of the literature." Educational Psychology in Practice, 35(1), 8-27.
5. Miltenberger, R. G. (2016). Behavior Modification: Principles and Procedures. Cengage Learning.
6. Overton, W. F. (2014). Understanding Developmental Psychology: A life span approach. Wiley.
7. Schultz, D. P., & Schultz, S. E. (2016). "A History of Psychology". Cengage Learning.
8. Skinner, B. F. (1953). Science and Human Behavior. Macmillan.
9. Skinner, B. F. (1974). About Behaviorism. Knopf.
10. Watson, J. B. (1930). Behaviorism. Norton.