Operant Conditioning (Skinner)
Asked 3 weeks ago · Viewed 3,630 times
Under B. F. Skinner's Operant Conditioning Theory, a crucial and central concept is the 'Partial/Intermittent Reinforcement Schedule', defined as a learning management technique where a desired behavior or response is reinforced only on select or uncertain trials rather than every time it is correct. Regarding its actual psychological implications and scientific management of student learning durability, motivation, and resistance to extinction in classroom teaching, which of the following psychological statements is most authentic and scientifically valid?
✓ Correct! Well done.
✗ Not quite — the correct answer is highlighted above.
Detailed Explanation
Detailed Explanation
From the perspective of Child Development and Pedagogy, B. F. Skinner's Operant Conditioning Theory holds immense significance, particularly the concept of Partial/Intermittent Reinforcement Schedules.
- Continuous Reinforcement: When a student is reinforced for every correct response, learning is rapid initially, but extinction occurs very quickly once the reinforcement stops.
- Partial Reinforcement: When reinforcement is delivered intermittently or irregularly, uncertainty remains regarding when the next reward will occur, sustaining the positive behavior for a much longer duration.
- Resistance to Extinction: Behaviors shaped through partial reinforcement schedules show high resistance to extinction and provide long-term learning durability.
Therefore, Option (A) is the most authentic and scientifically correct statement.
Next question →
Under B.F. Skinner's Operant Conditioning Theory, 'Shaping' is defined as a…
← Previous question
Under Norman Crowder's 'Programmed Learning and Scheduled…
Related Questions
→
Under the psychology of learning, while closely analyzing Edward Thorndike's 'Primary Laws of Learning' and B.F. Skinner's concept of reinforcement in 'Operant Conditioning', which specific law of Thorndike served as the direct conceptual extension and experimental refinement that later formed the basis of Skinner's 'Schedules of Reinforcement' and response-reaction dynamics?
→
When conducting an in-depth analysis of the philosophical and theoretical nature between Ivan Pavlov's 'Classical Conditioning' and B.F. Skinner's 'Operant Conditioning' in the field of learning, which of the following statements highlights the most important and fundamental difference between these two theories?
→
Upon a deep analysis of the fundamental theoretical and functional assumptions between Ivan Pavlov's 'Classical Conditioning' theory and B.F. Skinner's 'Operant Conditioning' theory, which of the following statements most accurately clarifies the distinction between them?
→
When conducting an in-depth psychological analysis of the role of 'reinforcement' and the nature of stimulus-response among Thorndike's 'Law of Effect', Pavlov's 'Classical Conditioning', and Skinner's 'Operant Conditioning' in the study of learning, which of the following statements most accurately explains the fundamental and functional differences among the three?
→
Under B. F. Skinner's Operant Conditioning Theory, a central concept is 'Partial or Intermittent Reinforcement', defined as a learning process where reinforcement (such as a reward or praise) is provided only on select or uncertain occasions rather than continuously after every desired behavior or response. Regarding its psychological implications and scientific management of students' permanent knowledge construction, long-term persistence of motivation, and resistance to extinction in classroom teaching, which of the following psychological statements is most authentic and scientifically valid?
→
Under B. F. Skinner's Operant Conditioning Theory, a central concept is 'Shaping', which is defined as the method of successive approximations where, instead of producing a complex, novel, or unnatural desired behavior all at once, the complex behavior is gradually shaped into its final form by providing continuous positive reinforcement for small, successive steps and every correct minor response moving toward the ultimate goal. Regarding its actual psychological implications and scientific management of complex skill development, remedial teaching, and sequential behavior modification of students in classroom instruction, which of the following psychological statements is most authentic and scientifically valid?
Log in
to add to quiz, bookmark, or report issues.