Bailey Knudsen 1

Bailey Knudsen

Marci Campbell

Psychology 1010

October 15, 2017

Learning Through Operant Conditioning: Reinforcement

Introduction

Whether it is consciously realized or not, humans and animals are continually

learning through daily experience. While there are several effective forms of learning,

associative learning is unique in that it involves learning that two events are connected.

One form of associative learning is called operant conditioning, which includes the use of

reinforcement to increase a behavior. This paper will define operant conditioning, explain

the principles of reinforcement, and show research involving this form of learning.

Literature Review

Classical conditioning and operant conditioning are two separate forms of

associative learning, but there can be confusion about the difference between them since

they have similar aspects. While both classical and operant conditioning use some form

of reinforcement to change behavior, they are carried out with different procedures and

use different terminology. In classical conditioning, a stimulus is presented prior to an

eliciting stimulus, whereas in operant conditioning a response occurs prior to the eliciting

stimulus (Donahoe, 2014, p.537). In classical conditioning, the eliciting stimulus is

 Bailey Knudsen 2

called an unconditioned stimulus. In an operant conditioning, the eliciting stimulus is

called a reinforcer if the operant increases in frequency (Donahoe, 2014, p. 538).

Operant conditioning is defined as a form of associative learning in which the

consequences of a behavior change the probability of the behaviors occurrence (King,

2016, p. 178). In the 1930s, an American Psychologist, B.F.Skinner, carried out a famous

controlled experiment that exhibits operant conditioning, in which a hungry rat was

placed in a Skinner Box. The rat was rewarded with a pellet of food each time that it

pressed a certain lever. With time, the rat learned that positive consequences (food) were

associated with the action of pressing the lever (King, 2016, p. 180).

The consequences that occur following a certain behavior can be in the form of

reinforcement. Reinforcements are used to increase the probability that something,

typically a behavior, will happen again. Positive reinforcements are defined as the

presentation of a given stimulus following a behavior to increase the frequency of that

behavior (King, 2016, p. 181). For example, a mom gave $5.00 to her son for getting an

A on his report card. The mom positively reinforced her son with money, in hopes that it

would encourage him to continue to earn good grades in school. In contrast, negative

reinforcement is the removal of a stimulus following a behavior (King, 2016, p. 181).

For example, a dad was nagging his daughter until she made her bed. The daughters

response (making the bed), removed the unpleasant stimulus (dads nagging).

While operant conditioning, including use of reinforcement, is often a useful

learning strategy, it is not fool proof and must be used thoughtfully and mindfully. One

study researched parent reinforcement in relation to their childs prosocial behavior. It

was found that the effectiveness of reinforcement depends on what type of reinforcers are
 Bailey Knudsen 3

used to shape the behavior (natural, tangible, social) (Bower, Casas, 2015, p.1311). When

a child acted socially appropriate, natural reinforcers (positive emotional experiences,

increased attention, peer acceptance) seemed to be the most effective because they were

automatically and consistently rewarded after the appropriate behavior (Bower, Casas,

2015, p. 1311).

While tangible reinforcers (material gifts) were effective in some cases, research

has also shown that they could result in no significant change, or even decrease the

appropriate behavior. Tangible reinforcers made the child associate a desired behavior

with an external reinforcer that was unrelated to the situation. The tangible reinforcement

may unintentionally remove the focus from the naturally occurring reinforcement they

are designed to incite (Bower, Casas, 2015, p. 1312). Like tangible reinforcements,

social reinforcers (complimenting, praising) can distract the child from their internal

motivation to participate in appropriate prosocial behaviors. A more effective way to use

tangible and social reinforcements is to use them until the behaviors are more internalized

in the children, then increasingly let them be replaced by natural consequences.

Application

This year, I have been working as a teacher assistant (TA) in a local preschool for

the Davis County School District. As a teacher assistant, I am responsible for assisting

the teachers in preparing classroom materials, teaching the students, and communicating

with the students to make sure they are doing what they are supposed to. The preschool

students range from ages 3-5, which means they are just starting to grasp the concept of

rules and class room structure. In working with young preschool students every day, I

have been able to observe my coworkers using operant conditioning, and I have also
 Bailey Knudsen 4

personally had several opportunities to participate in operant conditioning situations.

Firsthand, I have seen the impact that reinforcements can have on the students.

One example of operant conditioning in my job is during the library/quiet reading

time. When the students are behaving how they are supposed to (sitting quietly, looking

at a book), one of the teachers or TAs will occasionally go around and positively

reinforce those students with the tangible reinforcement of an M&M. While many times

this reinforcement motivates the children to behave appropriately, there have also been

instances in which it distracts from the library time because the students turn their focus

to the M&Ms instead of behaving appropriately to earn the M&M. I have seen that it is

the most fulfilling when students behave appropriately in library and are rewarded

inwardly with the natural reinforcement of improving literacy and enjoying the pictures

in the books.

Conclusion

In conclusion, operant conditioning, more specifically reinforcement, is a great

learning strategy as long as it is used carefully and appropriately. Understanding the

different types of reinforcements and when to use them is an important step to consider if

one is planning to teach with operant conditioning. A better understanding of operant

conditioning and reinforcements helps me know how to more effectively help my

preschool students behave appropriately during class time. In addition to the different

types of reinforcements, I would love to learn more about the brain processes that are

involved during the operant conditioning process. I would also like to research about

what measures should be taken in circumstances when the use of reinforcement has no
 Bailey Knudsen 5

effect on the student and they remain unmotivated to apply the desired behavior. Being

with children so often has caused me to develop a love for the students and for teaching

them. I feel that with my growing knowledge of operant conditioning, I can help the

students continue to grow to become respectful and obedient students, and people.
 Bailey Knudsen 6

References

Bower, A., & Casas, J. (2016). What Parents Do When Children are Good: Parent

Reports of Strategies for Reinforcing Early Childhood Prosocial Behaviors.

Journal Of Child & Family Studies, 25(4), 1310-1324.

Donahoe, J.W. (2014). Evocation of Behavioral Change by the Reinforcer is the Critical

Event in Both the Classical and Operant Procedures. International Journal of

Comparative Psychology, 27(4), 537-543.

King, L.A. (2016). Experience psychology (3rd ed.). New York, NY: McGraw-Hill.