development (e.g., programmed instruction). Parenthetically, it should be noted that Skinner rejected the idea of theories of learning (see Skinner, 1950). Example: By way of example, consider the implications of reinforcement theory as applied to the development of programmed instruction (Markle, 1969; Skinner, 1968) 1. Practice should take the form of question (stimulus) - answer (response) frames which expose the student to the subject in gradual steps 2. Require that the learner make a response for every frame and receive immediate feedback 3. Try to arrange the difficulty of the questions so the response is always correct and hence a positive reinforcement 4. Ensure that good performance in the lesson is paired with secondary reinforcers such as verbal praise, prizes and good grades. Principles: 1. Behavior that is positively reinforced will reoccur; intermittent reinforcement is particularly effective 2. Information should be presented in small amounts so that responses can be reinforced ("shaping") 3. Reinforcements will generalize across similar stimuli ("stimulus generalization") producing secondary conditioning www.udayton.edu/~psych/DJP/histsys/pdfhs/hsbehavior2.pdfwww.public.iastate.edu/~hdfs502/powerpoint_files/Thomas_07.PDFB.F. skinners theory is based on the idea that learning is the function of the change in obvious behavior. In response to events that occur in the environment, there are changes in a behavior. A response results in consequences such as defining a word, hitting a ball, or solving a math problem. When a particular S-R pattern is rewarded, the person is trained to react. Skinners is usually taken to be the most enveloping, but not the only form of behaviorism. One of the characteristic features of Skinners theory is that it attempts to provide behavioral clarification for a wide range of Cognitive occurrence. Support is the key element in Skinners S-R theory. This strengthens the preferred reaction. It cou...
