Operant Conditioning
Overview
Operant conditioning involves the manipulation of one's action by presenting a consequence. The key idea is that the consequence (or stimulus) of the learner's action (or response) can be either reinforcement or punishment. When the learner experiences reinforcement--positive or negative--it encourages the learner's action, whereas punishment--positive or negative as well--discourage the action.
Operant conditioning involves the manipulation of one's action by presenting a consequence. The key idea is that the consequence (or stimulus) of the learner's action (or response) can be either reinforcement or punishment. When the learner experiences reinforcement--positive or negative--it encourages the learner's action, whereas punishment--positive or negative as well--discourage the action.
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Guidelines for Use
Guideline 1 - Positive Reinforcement
Guideline 1 - Positive Reinforcement
- Positive reinforcement is when the instructor provides a positive stimulus after a learner’s response. Depending on what the learner perceives as positive stimuli, there are a variety of examples, including praise and rewards, which encourages a response.
- Similarly, negative reinforcement increases the likelihood of a response by removing negative stimulus. Again, depending on what the learner perceives to be negative, the instructor can remove negative stimuli such as being scolded or embarrassed.
- Punishment, in contrast to reinforcement, decreases the probability of an unwanted response (or action) to occur in the future. Negative punishment is the removal of a positive stimulus. Going along the previous example of rewards, if say, the learner particularly enjoys sweets and was typically given sweets after performing a desired response, negative punishment would involve removing the provision of sweets, in order for the response’s occurrence to decrease in likelihood.
- Positive punishment is when the instructor adds a negative stimulus to lower the chances of an undesired response to occur. For instance, when the instructor would like to discourage a response, perhaps scolding the learner would be seen a negative stimulus.
- Stimuli can be provided by the instructor either constantly after a response (continuous schedule) or at certain rates (intermittent schedule). There are various schedules of reinforcement, but a variable ratio schedule (when stimulus is presented after an uncertain number of responses) is the most effective for increasing the likelihood of the learner’s response occurring more in the future. For example, the instructor can check the progress of the learner’s tasks by checking on him/her unpredictably, encouraging the learner to continue this response more in the future.
Good Examples of Use
Example 1- Open2Study
Example 1- Open2Study
- Open2Study is a web-browser learning tool that offers free courses. It uses operant conditioning through rewards, such as a brief video of the course instructor praising the learner for answering correctly, and providing a certificate at the completion of a course.
- Prodigy is an interactive math game aimed for young learners. It incorporates elements of operant conditioning, as it includes mini-games, such as battling monsters, during which math questions are prompted, and if the questions are answered incorrectly, the learner would lose the mini-game.
Helpful Resources
Resource 1 - B.F. Skinner
Resource 1 - B.F. Skinner
- B.F. Skinner introduced the idea of operant conditioning and experimented on small animals to determine its important aspects.
- This video shows how animal experiments were used to study operant conditioning, along with an interview with B.F. Skinner, who explains schedules of reinforcement.
- Khan Academy provides a basic flow chart on the concept of operant conditioning, and provides examples for reinforcement and punishment.
- Huitt and Hummel clearly define key terms in operant conditioning, and provide visual aid for the schedules of reinforcement.
Research
Behaviorism. (n.d.). In Learning Theories. Retrieved from https://www.learning-theories.com/behaviorism.html
Cherry, K. (2018, June 12). B. F. Skinner biography. Verywellmind. Retrieved from https://www.verywellmind.com/b-f-skinner-biography-1904-1990-2795543
Huitt, W., & Hummel, J. (1997). An introduction to operant (instrumental) conditioning. Educational Psychology Interactive. Retrieved from _____http://www.edpsycinteractive.org/topics/behavior/operant.html
McLeod, S. (2018). Skinner – Operant conditioning. SimplePsychology. Retrieved from https://www.simplypsychology.org/operant-conditioning.html
Staddon, J. E. R., & Cerutti, D. T. (2003). Operant conditioning. Annual Review of Psychology, 54(1), 115-144. doi:10.1146/annurev.psych.54.101601.145124
Author
Submitted by Maria Asuncion
Contact Info: [email protected]
Behaviorism. (n.d.). In Learning Theories. Retrieved from https://www.learning-theories.com/behaviorism.html
Cherry, K. (2018, June 12). B. F. Skinner biography. Verywellmind. Retrieved from https://www.verywellmind.com/b-f-skinner-biography-1904-1990-2795543
Huitt, W., & Hummel, J. (1997). An introduction to operant (instrumental) conditioning. Educational Psychology Interactive. Retrieved from _____http://www.edpsycinteractive.org/topics/behavior/operant.html
McLeod, S. (2018). Skinner – Operant conditioning. SimplePsychology. Retrieved from https://www.simplypsychology.org/operant-conditioning.html
Staddon, J. E. R., & Cerutti, D. T. (2003). Operant conditioning. Annual Review of Psychology, 54(1), 115-144. doi:10.1146/annurev.psych.54.101601.145124
Author
Submitted by Maria Asuncion
Contact Info: [email protected]