Burrhus Frederic (B.F.) Skinner Burrhus Frederic (B.F.) Skinner

1. To which Paradigm does Skinner belong?1. To which Paradigm does Skinner belong? 2. What is the difference between radical and 2. What is the difference between radical and

methodological behaviorism?methodological behaviorism? 3. Which kind of behaviorist was Skinner? Pavlov?3. Which kind of behaviorist was Skinner? Pavlov? 4. What was Thorndike's law of effect?4. What was Thorndike's law of effect?

5. What is the difference between 5. What is the difference between punishment and negative reinforcement?punishment and negative reinforcement?

6. Why did Skinner say he never wrote or 6. Why did Skinner say he never wrote or developed a theory?developed a theory?

7. Is God a behaviorist?7. Is God a behaviorist?““in actual practice a threat to bar from in actual practice a threat to bar from

Heaven or to consign to Hell is contingent Heaven or to consign to Hell is contingent upon sinful behavior, while virtuous behavior upon sinful behavior, while virtuous behavior brings a promise of Heaven or a release from brings a promise of Heaven or a release from the threat of Hell. the threat of Hell. B.F Skinner, Science and Human Behavior (1953)B.F Skinner, Science and Human Behavior (1953)

Skinners BeliefsSkinners Beliefs

1. Neonates are born with "Species specific reflexes"1. Neonates are born with "Species specific reflexes" 2. Infants are born "Tabula Rasa"2. Infants are born "Tabula Rasa" 3. *The infant immediately begins to fill up the 3. *The infant immediately begins to fill up the

"blank slate" (This is the primary assumption)"blank slate" (This is the primary assumption) PROACTIVEPROACTIVE emit or give out responses to the emit or give out responses to the environment not to simply react to stimuli. Operant environment not to simply react to stimuli. Operant behavior is emitted rather than elicitedbehavior is emitted rather than elicited (This is the (This is the difference between mechanistic and radical difference between mechanistic and radical behaviorism)behaviorism)

Problems for StudyProblems for Study

Discover the laws which relate behavior to Discover the laws which relate behavior to environmental forces acting upon it ‑‑ This environmental forces acting upon it ‑‑ This theory does theory does notnot account for mental account for mental phenomena‑‑phenomena‑‑

Laws of Operant ConditioningLaws of Operant Conditioning 1. Past Learning1. Past Learning 2. Present Conditions2. Present Conditions 3. Behavior3. Behavior

Wanted to explain, for example, why a child Wanted to explain, for example, why a child misbehaves in a classroom.misbehaves in a classroom.

1. Past Learning ‑ Runs around at home ‑ Daddy 1. Past Learning ‑ Runs around at home ‑ Daddy says "he's all boy"says "he's all boy"

2. Present Conditions ‑ School is like home ‑2. Present Conditions ‑ School is like home ‑ 3. Behavior ‑ Run around at school ‑ Teacher 3. Behavior ‑ Run around at school ‑ Teacher

will approve, just like Daddy.will approve, just like Daddy.

Internal PrinciplesInternal Principles

Differential /Contingent ReinforcementDifferential /Contingent Reinforcement favorable consequences to behavior increase the favorable consequences to behavior increase the

likelihood that behavior will be more common. likelihood that behavior will be more common. 1.1. Occurs Occurs afterafter a behavior has been emitted (based on a behavior has been emitted (based on

past experiences, past experiences, 2.2. not due to other paired stimuli as the classical not due to other paired stimuli as the classical

behaviorists would have us believe) behaviorists would have us believe)

telling jokes at parties, telling jokes at parties, driving on the right side of the road, driving on the right side of the road, smiling at strangers, smiling at strangers, answering questions from teachers, answering questions from teachers, doing housework for your spouse. doing housework for your spouse.

Internal Principles (cont.)Internal Principles (cont.)

Primary reinforcersPrimary reinforcers ‑ biological needs ‑ biological needs (food/water) (food/water)

Secondary reinforcersSecondary reinforcers (most important) are (most important) are learned and have different meaning to learned and have different meaning to different individuals.different individuals.

Internal Principles (cont.)Internal Principles (cont.)

Discriminative StimulusDiscriminative Stimulus ‑ Signals the conditions ‑ Signals the conditions under which some behaviors will be reinforced and under which some behaviors will be reinforced and others will not – others will not –

Tell a joke at a party, but don’t tell one in class, or.Tell a joke at a party, but don’t tell one in class, or. Daddy is watching football he won’t read me a story, Daddy is watching football he won’t read me a story,

but Daddy is helping Mommy with the dishes ‑ ask but Daddy is helping Mommy with the dishes ‑ ask him to read the story now.him to read the story now.

S(d)‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑> R ‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑>S(r)S(d)‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑> R ‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑>S(r) I like pizza, do I pull into every Pizza Hut I see?I like pizza, do I pull into every Pizza Hut I see?

Internal Principles (cont.)Internal Principles (cont.)

ShapingShaping ‑ (principle of successive approximation) ‑ (principle of successive approximation) reinforcing behavior when it begins and when it reinforcing behavior when it begins and when it changes toward the appropriate end. changes toward the appropriate end. Put the trash in Put the trash in the trash can.the trash can.

1. Reinforce when they look at the trash1. Reinforce when they look at the trash 2. Reinforce when they pick up the trash2. Reinforce when they pick up the trash 3. Reinforce when they move toward the 3. Reinforce when they move toward the

trash cantrash can 4. Reinforce when they put the trash in the 4. Reinforce when they put the trash in the trash cantrash can

How do you shape the behavior of others?How do you shape the behavior of others? How do teachers use shapingHow do teachers use shaping

Bridge PrinciplesBridge Principles

Schedules of ReinforcementSchedules of Reinforcement ‑ (Contingencies of ‑ (Contingencies of reinforcement)reinforcement)

1.1. Continuous ReinforcementContinuous Reinforcement ‑ produces faster ‑ produces faster change in behavior (sit in your seat)change in behavior (sit in your seat)

2.2. Intermittent ReinforcementIntermittent Reinforcement ‑ on the basis of a ‑ on the basis of a ratio (either number of instances, or time)ratio (either number of instances, or time)

3.3. Random ReinforcementRandom Reinforcement – Occasionally – Occasionally (produces the slowest change in behavior(produces the slowest change in behavior

Bridge Principles (cont.)Bridge Principles (cont.)

GeneralizationGeneralization ‑ behavior in a situation will ‑ behavior in a situation will be generalized to other situations. Children be generalized to other situations. Children talk to everyone who responds, parents, talk to everyone who responds, parents, strangers but not to squirrels, chairs, etc.strangers but not to squirrels, chairs, etc.

Call Daddy “daddy” and call all males Call Daddy “daddy” and call all males “daddy”“daddy”

Bridge Principles (cont.)Bridge Principles (cont.)

ChainingChaining ‑ ‑ behaviors combined into complex strings of behaviors combined into complex strings of

behaviors. It is the effect produced by the last behaviors. It is the effect produced by the last behavior which produces the reinforcement for behavior which produces the reinforcement for the chain.the chain.

Change MechanismsChange Mechanisms

Positive and Negative reinforcementPositive and Negative reinforcement

Both positive and negative reinforcement increase the Both positive and negative reinforcement increase the likelihood that behavior will reoccur likelihood that behavior will reoccur

positive reinforcementpositive reinforcement ‑ to achieve the reinforcer ‑ to achieve the reinforcer negative reinforcementnegative reinforcement ‑ to avoid the negative ‑ to avoid the negative

consequencesconsequences

Punishment ‑ extinguishes a behaviorPunishment ‑ extinguishes a behavior Spanking, scolding, frowning or removal of Spanking, scolding, frowning or removal of

privilege privilege Skinner is against punishment because Skinner is against punishment because

1.1. Short termShort term

2.2. In the proximity of the punisherIn the proximity of the punisher

Behavior ModificationBehavior Modification

Step OneStep One ‑ Identify the Reinforcer ‑ Identify the Reinforcer

1.1. If the reinforcer does not produce significant If the reinforcer does not produce significant effects effects

2.2. then it is the reinforcer which must be then it is the reinforcer which must be changed. If M&M's don't work try money changed. If M&M's don't work try money

Behavior ModificationBehavior Modification

Step Two Step Two ‑ Establish the Final Form.‑ Establish the Final Form.1.1. Describe the behavior to be learned. Describe the behavior to be learned.

(observable and measurable)(observable and measurable)2.2. Specify the presence of a specific operant Specify the presence of a specific operant

(what behavior is desired) Billy does not run (what behavior is desired) Billy does not run around the room is around the room is notnot correct (denotes correct (denotes absence of a behavior), absence of a behavior),

3.3. Billy sits in his seat Billy sits in his seat isis correct (denotes correct (denotes presence of the appropriate behavior).presence of the appropriate behavior).

Behavior ModificationBehavior Modification

Step ThreeStep Three ‑ Establish a Reinforcement ‑ Establish a Reinforcement Schedule.Schedule.

1.1. Begin with continuous reinforcement ‑ this Begin with continuous reinforcement ‑ this produces the fastest change of behavior.produces the fastest change of behavior.

2.2. One could then switch to the intermittent One could then switch to the intermittent schedule of reinforcementschedule of reinforcement

Behavior ModificationBehavior Modification

Step FourStep Four ‑ Design a Learning Environment. ‑ Design a Learning Environment.

Set up the circumstances for which the Set up the circumstances for which the behavior will be reinforcedbehavior will be reinforced

Behavior ModificationBehavior Modification

Step Five Step Five ‑ Shape the Final Form.‑ Shape the Final Form.

1.1. First reinforce gross approximationsFirst reinforce gross approximations

2.2. successive approximations reinforce closer successive approximations reinforce closer approximationsapproximations

3.3. Using law of successive approximations, Using law of successive approximations, reinforce appropriate behaviorreinforce appropriate behavior

Behavior ModificationBehavior Modification

Step Six Step Six ‑ Implement the plan‑ Implement the plan