Operant Conditioning (B.F.

Skinner)

The theory of B.F. Skinner is based upon the idea that learning is a function of
change in overt behavior. Changes in behavior are the result of an individual's
response to events (stimuli) that occur in the environment. A response produces a
consequence such as defining a word, hitting a ball, or solving a math problem.
When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the
individual is conditioned to respond. The distinctive characteristic of operant
conditioning relative to previous forms of behaviorism (e.g., connectionism, drive
reduction) is that the organism can emit responses instead of only eliciting response
due to an external stimulus.

Reinforcement is the key element in Skinner's S-R theory. A reinforcer is anything

that strengthens the desired response. It could be verbal praise, a good grade or a
feeling of increased accomplishment or satisfaction. The theory also covers
negative reinforcers -- any stimulus that results in the increased frequency of a
response when it is withdrawn (different from adversive stimuli -- punishment -which result in reduced responses). A great deal of attention was given to schedules
of reinforcement (e.g. interval versus ratio) and their effects on establishing and
maintaining behavior.

One of the distinctive aspects of Skinner's theory is that it attempted to provide

behavioral explanations for a broad range of cognitive phenomena. For example,
Skinner explained drive (motivation) in terms of deprivation and reinforcement
schedules. Skinner (1957) tried to account for verbal learning and language within
the operant conditioning paradigm, although this effort was strongly rejected by
linguists and psycholinguists. Skinner (1971) deals with the issue of free will and
social control.

http://www.instructionaldesign.org/theories/operant-conditioning.html
2015 Richard Culatta
Skinner, B.F. (1957). Verbal Learning. New York: Appleton-Century-Crofts.
Skinner, B.F. (1971). Beyond Freedom and Dignity. New York: Knopf.

The major theorists for the development of operant conditioning are Edward Thorndike, John
Watson, and B. F. Skinner. This approach to behaviorism played a major role in the
development of the science of psychology, especially in the United States. They proposed that
learning is the result of the application of consequences; that is, learners begin to connect
certain responses with certain stimuli. This connection causes the probability of the response to
change (i.e., learning occurs.)

Thorndike labeled this type of learning instrumental. Using consequences, he taught kittens to
manipulate a latch (e.g., an instrument). Skinner renamed instrumental as operant because it is
more descriptive (i.e., in this learning, one is "operating" on, and is influenced by, the
environment). Where classical conditioning illustrates S-->R learning, operant conditioning is
often viewed as R-->S learning since it is the consequence that follows the response that
influences whether the response is likely or unlikely to occur again. It is through operant
conditioning that voluntary responses are learned.

The 3-term model of operant conditioning (S--> R -->S) incorporates the concept that responses
cannot occur without an environmental event (e.g., an antecedent stimulus) preceding it. While
the antecedent stimulus in operant conditioning does not elicit or cause the response (as it does
in classical), it can influence it. When the antecedent does influence the likelihood of a response
occurring, it is technically called a discriminative stimulus.

It is the stimulus that follows a voluntary response (i.e., the response's consequence) that
changes the probability of whether the response is likely or unlikely to occur again. There are
two types of consequences: positive (sometimes called pleasant) and negative (sometimes
called aversive). These can be added to or taken away from the environment in order to change
the probability of a given response occurring again.

Huitt, W., & Hummel, J. (1997). An introduction to operant (instrumental)

conditioning. Educational Psychology Interactive. Valdosta, GA: Valdosta State
University. Retrieved [date]
from,http://www.edpsycinteractive.org/topics/behavior/operant.html

B. F. Skinner a renowned American psychologist- is often regarded as the founder of Operant

Conditioning. However, the theorys true father wasEdward Thorndike. Operant conditioning is a
method of learning that takes place through rewarding a certain behavior or withholding reward for
undesirable behavior. Thus, an association is made between this behavior and its consequence.
The components of Operant Conditioning are Reinforcement andPunishment. There is positive and
negative reinforcement, as well as positive and negative punishment. Positive reinforcing, such as
praising or rewarding, strengthens a certain behavior, while negative reinforcing involves the removal of
an outcome after the display of a certain behavior. In both cases, the behavior increases. On the other
hand, positive punishment involves the presentation of an unfavorable event that will weaken the
occurring response, while negative punishment involves the removal of a favorable event after the
occurrence of a certain behavior. In these cases, the behavior decreases.
The 3 Responses Types of Operant Conditioning Theory
Skinner identified the following three types of responses:

1.

Neutral operants
Responses that do not alter the probability of a behavior being repeated.

2.

Reinforcers
Responses that increase the probability of a behavior being repeated

3.

Punishers
Responses that decrease the probability of a behavior being repeated.

The 3 Principles of Operant Conditioning Theory

The principles of Operant Conditioning go as follows:

1.

A positively reinforced behavior will reoccur.

2.

In order for responses to be reinforced, information should be presented in small chunks.

3.

Reinforcements are generalized across similar stimuli and will produce secondary conditioning.

Operant Conditioning Theory in Learning

Operant conditioning can be applied in teaching in the form of programmed instruction, as long as the
information is provided in small chunks so that responses can be reinforced. Behavior modification as a
therapy method is intensively used in the case of students with learning difficulties. However, in regular
students it can shape their skill performance, while it also helps with student management. As mentioned
above, one way of providing positive reinforcement is by complimenting, encouraging and applauding
students in order to alter their behavior in a desired manner.

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Pappas, 2014