Skinner

B.F. SkinnerB.F. SkinnerOperant ConditioningOperant Conditioning

By: By: Jenifer FloresJenifer Flores

Patricia GuardadoPatricia GuardadoVicky MendelVicky Mendel

Burrhuss Frederic (B.F.) SkinnerBurrhuss Frederic (B.F.) Skinner Personal infoPersonal info

Born on March 20, 1904 in Born on March 20, 1904 in Susquenhanna, Pennsylvania.Susquenhanna, Pennsylvania.

At age 32, he married Yvonne BlueAt age 32, he married Yvonne Blueand the couple moved to Minnesota and the couple moved to Minnesota where Skinner had his first teaching job.where Skinner had his first teaching job. Died of leukemia on August 18, 1990.Died of leukemia on August 18, 1990.

B.F. Skinner cont’dB.F. Skinner cont’dEducationEducation

Majored in Literature at Hamilton College Majored in Literature at Hamilton College in New York and became a writer.in New York and became a writer.

In 1928 he started graduate school in the In 1928 he started graduate school in the Psychology department of Harvard Psychology department of Harvard University. University.

He received his PhD in 1931.He received his PhD in 1931.

B.F. Skinner FoundationB.F. Skinner Foundation ““Better behavioral science for a Better behavioral science for a

more humane world”.more humane world”.

Theory IntroductionTheory Introduction

• Skinner’s Theory is based on the idea Skinner’s Theory is based on the idea that learning is a function of change in that learning is a function of change in overt Behaviorovert Behavior

• Skinner’s Theory is known as Operant Skinner’s Theory is known as Operant ConditioningConditioningo Operant Conditioning is distinct in that the Operant Conditioning is distinct in that the

organism can emit responses, instead of organism can emit responses, instead of eliciting a response due to an external eliciting a response due to an external stimulus.stimulus.

Operant ConditioningOperant Conditioning

• Skinner is regarded as the father of Skinner is regarded as the father of Operant Conditioning, but his work was Operant Conditioning, but his work was based on Thorndike’s law of effect. based on Thorndike’s law of effect.

• Skinner introduced a new term into the Law Skinner introduced a new term into the Law of Effectof Effect - Reinforcement. Behavior which is - Reinforcement. Behavior which is reinforced tends to be repeated (i.e. reinforced tends to be repeated (i.e. strengthened); behavior which is not strengthened); behavior which is not reinforced tends to die out-or be reinforced tends to die out-or be extinguished (i.e. weakened).extinguished (i.e. weakened).

Operant Conditioning ContinuedOperant Conditioning Continued

• Based on the work of Edward Thorndike.Based on the work of Edward Thorndike.

o Studied learning in animals (cats) by using a Studied learning in animals (cats) by using a puzzle box to propose the theory ‘Law of Effect’puzzle box to propose the theory ‘Law of Effect’

o Law of Effect stated that any behavior that is Law of Effect stated that any behavior that is followed by pleasant consequences is likely to followed by pleasant consequences is likely to be repeated, and any behavior followed by be repeated, and any behavior followed by unpleasant consequences is likely to be unpleasant consequences is likely to be stopped.stopped.

o Law of Effect lead to the development of Law of Effect lead to the development of operant conditioning, within behaviorism.operant conditioning, within behaviorism.

Distinctive Aspect of Skinner’s Distinctive Aspect of Skinner’s TheoryTheory

• Skinner’s Theory attempted to Skinner’s Theory attempted to provide Behavioral explanations for a provide Behavioral explanations for a range of cognitive phenomena, such range of cognitive phenomena, such as drive (motivation), in terms of as drive (motivation), in terms of deprivation.deprivation.

Operant ConditioningOperant Conditioning

• Skinner believedSkinner believed that we do have such a that we do have such a thing as a mind, but that it is simply more thing as a mind, but that it is simply more productive to study observable behavior productive to study observable behavior rather than internal mental events.rather than internal mental events.

• Skinner believed that the best way to Skinner believed that the best way to understand behavior is to look at the cause understand behavior is to look at the cause of an action and its consequences. (operant of an action and its consequences. (operant conditioning)conditioning)

Terminology in Operant ConditioningTerminology in Operant Conditioning

• Organism in this presentation will refer to Organism in this presentation will refer to animals in experiments.animals in experiments.

• External Stimulus: A signal that External Stimulus: A signal that originates from outside and organism.originates from outside and organism.

• Stimulus Response: Anything that Stimulus Response: Anything that strengthens a desired response, is strengthens a desired response, is reinforcement, such as verbal praise.reinforcement, such as verbal praise.

Terminology Cont’dTerminology Cont’d

• Negative Reinforcement: Negative Reinforcement: -Any stimulus that promotes increased -Any stimulus that promotes increased

frequency of a response. It is notfrequency of a response. It is not punishment.punishment.

. Example: The removal of an unpleasant re-. Example: The removal of an unpleasant re-inforcer can also strengthen behavior. This is inforcer can also strengthen behavior. This is known as known as Negative ReinforcementNegative Reinforcement because it because it is the is the removal of an adverse stimulusremoval of an adverse stimulus which which is ‘rewarding’ . Negative reinforcement is ‘rewarding’ . Negative reinforcement strengthens behavior because it stops or strengthens behavior because it stops or removes an unpleasant experienceremoves an unpleasant experience

Skinner’s Three Type of Responses That Skinner’s Three Type of Responses That Can Follow BehaviorCan Follow Behavior

• Neutral OperantsNeutral Operantso Neither increase nor decrease the probability of Neither increase nor decrease the probability of

a behavior being repeated.a behavior being repeated.

• Re-inforcers:Re-inforcers:o Responses from the environment that increase Responses from the environment that increase

the probability of a behavior being repeatedthe probability of a behavior being repeated• PunishersPunishers

o Response from the environment that decrease Response from the environment that decrease the likelihood of a behavior being repeated. the likelihood of a behavior being repeated. Punishment weakens behavior.Punishment weakens behavior.

ReinforcersReinforcers PrimaryPrimary SecondarySecondary B.F. Skinner's schedules of B.F. Skinner's schedules of

reinforcementreinforcement a) Variable Interval a) Variable Interval b) Variable Ratio b) Variable Ratio c) Fixed Intervalc) Fixed Interval d) Fixed Ratiod) Fixed Ratio

Summary of Skinner’s Operant Summary of Skinner’s Operant ConditioningConditioning

• Behaviorism is primarily concerned with Behaviorism is primarily concerned with observable behavior, as opposed to observable behavior, as opposed to internal events like thinking and emotion. internal events like thinking and emotion.

• The major influence on human behavior is The major influence on human behavior is learning from our environment.learning from our environment.

Perspective and Implications for Perspective and Implications for Instructional Technology Based on Instructional Technology Based on

Skinner’s Operant Skinner’s Operant Conditioning.Conditioning.

• Article: Direct Instruction Revisited: A Key Model Article: Direct Instruction Revisited: A Key Model for Instructional Technology, by Susan G. for Instructional Technology, by Susan G. Magliaro, Barbara B. Lockee & John K. BurtonMagliaro, Barbara B. Lockee & John K. Burton

• Rooted in behavioral theory, particularly theRooted in behavioral theory, particularly theradical or selectivist behaviorism of B.F.radical or selectivist behaviorism of B.F.Skinner (1953, 1954, 1966, 1968, 1974), theSkinner (1953, 1954, 1966, 1968, 1974), thedirect instruction (DI) approach to teachingdirect instruction (DI) approach to teachingis now well into its third decade ofis now well into its third decade ofinfluencing curriculum, instruction, andinfluencing curriculum, instruction, andresearch.research.

Perspective and Implications for Perspective and Implications for Instructional Technology Based on Instructional Technology Based on Skinner’s Operant Conditioning Skinner’s Operant Conditioning cont’dcont’d

In 1968 Skinner published In 1968 Skinner published The The Technology of TeachingTechnology of Teaching, that has , that has influenced today’s instructional influenced today’s instructional technology in the classroom.technology in the classroom.

The perfect machine that Skinner The perfect machine that Skinner lacked is now available with the lacked is now available with the coming of the computer and coming of the computer and internet. internet.

Perspective and Implications cont’dPerspective and Implications cont’d

The articles intent is to show how Direct The articles intent is to show how Direct Instruction, which has foundational Instruction, which has foundational components in Skinner’s Operant Theory, components in Skinner’s Operant Theory, has evolved in practice and describe how has evolved in practice and describe how it is being used in instructional it is being used in instructional technologytechnology

Perspective and Implications cont’dPerspective and Implications cont’d

) ) Direct Instruction Direct Instruction has evolved in has evolved in response to new understanding.response to new understanding.

Direct Instruction is a behavioral based Direct Instruction is a behavioral based model, in which is assumed that learners model, in which is assumed that learners must be active (behaving) to learn.must be active (behaving) to learn.

Perspective and Implications cont’dPerspective and Implications cont’d

In The Technology of Teaching, In The Technology of Teaching, Skinner (1968) stated, It is important Skinner (1968) stated, It is important to emphasize that a student does not to emphasize that a student does not passively absorb knowledge from the passively absorb knowledge from the world around him but must play an world around him but must play an active role, and also that action is active role, and also that action is not simply talking. To know is to act not simply talking. To know is to act effectively, both verbally and effectively, both verbally and nonverbally. nonverbally.

Skinner’s Implications for Skinner’s Implications for InstructionInstruction

Has influenced Direct Instruction, in which all Has influenced Direct Instruction, in which all phases can be executed utilizing computer based phases can be executed utilizing computer based instruction.instruction.

Can be executed in an individulized and self Can be executed in an individulized and self paced manner.paced manner.

Network systems, such and Asynchronous course Network systems, such and Asynchronous course template systems such as Blackboard can add template systems such as Blackboard can add increased flexibility in instruction and possess the increased flexibility in instruction and possess the ability to conduct pre-assessments and present ability to conduct pre-assessments and present information in a variety of formats, using post-information in a variety of formats, using post-assessment and corrective feedback to instruction assessment and corrective feedback to instruction

Operant ConditioningOperant Conditioning

QuestionsQuestions

Question #1Question #1 What is a formal definition of "operant"? What is a formal definition of "operant"? a) a contingent or noncontingent a) a contingent or noncontingent

stimulus-induced response stimulus-induced response b) a behavior b) a behavior c) a discriminative stimulus c) a discriminative stimulus d) a behavior under the control of a d) a behavior under the control of a

stimulus stimulus e) a class of behaviors with an e) a class of behaviors with an

equivalent effect on the environmentequivalent effect on the environment

Question #2Question #2 Negative reinforcement... Negative reinforcement... a) increases the rate of behavior a) increases the rate of behavior b) involves following a behavior with b) involves following a behavior with

a noxious or aversive stimulus a noxious or aversive stimulus c) is a form of punishment c) is a form of punishment d) is also called DRL d) is also called DRL e) requires an extinction periode) requires an extinction period

Question #3Question #3 What is a punishment?What is a punishment? a) An unpleasant event or stimulus.a) An unpleasant event or stimulus. b) Any undesired event or stimulus b) Any undesired event or stimulus

that weakens or decreases a behavior.that weakens or decreases a behavior. c) A disagreeable consequence.d) c) A disagreeable consequence.d)

Something the individual dislikes.Something the individual dislikes.

Question #4Question #4

Which of the following is true of Which of the following is true of learning?learning?

a) Learning is relatively permanent.a) Learning is relatively permanent. b) Learning involves a change in b) Learning involves a change in

behavior.behavior. c) Learning occurs through c) Learning occurs through

experience.experience. d) All of the aboved) All of the above

Question #5Question #5 Negative reinforcement increases Negative reinforcement increases

the strength or frequency of a the strength or frequency of a response by __________ an aversive response by __________ an aversive stimulus.stimulus. a) Increasinga) Increasing b) Decreasingb) Decreasing c) Removingc) Removing d) Ignoringd) Ignoring

SourcesSources L.D., Smith, & W.R., Woodard. (1996). L.D., Smith, & W.R., Woodard. (1996). B.f. Skinner and behaviorism B.f. Skinner and behaviorism

in American culturein American culture. Bethlehem , London; Cranbury, NJ: Lehigh . Bethlehem , London; Cranbury, NJ: Lehigh University Press.University Press.

R.A., Reiser, & J.V., Dempsey. (2007). R.A., Reiser, & J.V., Dempsey. (2007). Trends and issues in Trends and issues in instructional design and technologyinstructional design and technology. Upper Saddle River, NJ; . Upper Saddle River, NJ; Columbus, OH: Prentice Hall.Columbus, OH: Prentice Hall.

http://www.simplypsychology.pwp.blueyonder.co.uk/Operanthttp://www.simplypsychology.pwp.blueyonder.co.uk/Operant%20Conditioning.pdf%20Conditioning.pdf

http://www.youtube.com/watch?v=I_ctJqjlrHAhttp://www.youtube.com/watch?v=I_ctJqjlrHA http.//www.simplypsychology.pwp.blueyonder.co.uk/Edward-http.//www.simplypsychology.pwp.blueyonder.co.uk/Edward-

thorndike.htmlthorndike.html http://medicalchronicle.co.za/can-punishment-modify-behaviour/http://medicalchronicle.co.za/can-punishment-modify-behaviour/

Sources cont’dSources cont’d http://www.bfskinner.orghttp://www.bfskinner.org http://www.pbs.org/wgbh/aso/databank/entries/bhskin.htmlhttp://www.pbs.org/wgbh/aso/databank/entries/bhskin.html http://www.psychology.org/cgi-bin/links2/search.cgi?http://www.psychology.org/cgi-bin/links2/search.cgi?

query=Skinnerquery=Skinner http://tip.psychology.org/skinner.htmlhttp://tip.psychology.org/skinner.html http://en.wikipedia.org/wiki/B._F._Skinnerhttp://en.wikipedia.org/wiki/B._F._Skinner http://web.ebscohost.com/ehost/detail?http://web.ebscohost.com/ehost/detail?

vid=1&hid=112&sid=9eb4bfa7-0ae6-4af8-a11e-4f716120d37fvid=1&hid=112&sid=9eb4bfa7-0ae6-4af8-a11e-4f716120d37f%40sessionmgr112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d%40sessionmgr112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d

http://fordham.academia.edu/MitchellRabinowitz/Papers/124361/http://fordham.academia.edu/MitchellRabinowitz/Papers/124361/Rabinowitz_M._and_Shaw_E._J._2005_._Psychology_instructional_dRabinowitz_M._and_Shaw_E._J._2005_._Psychology_instructional_design_and_the_use_of_technology_Behavioral_cognitive_and_afforesign_and_the_use_of_technology_Behavioral_cognitive_and_affordances_perspectives._Educational_Technology_45_49-dances_perspectives._Educational_Technology_45_49-53._invited_paper_53._invited_paper_

The EndThe End