Operant Conditioning (Skinner)
Asked 3 months ago · Viewed 4,161 times
Under B. F. Skinner's theory of Operant Conditioning, what is the most prominent and specific psychological effect of the 'Variable Interval Schedule' among the 'Schedules of Reinforcement' on learners' behavior?
✓ Correct! Well done.
✗ Not quite — the correct answer is highlighted above.
Detailed Explanation
Psychological Effect of Variable Interval Schedule
Under B. F. Skinner's operant conditioning, the Variable Interval Schedule delivers reinforcement after unpredictable and changing time intervals (e.g., sometimes after 2 minutes, sometimes 7 minutes, or 4 minutes).
- Steady Response Rate: Since the learner does not know when the next reinforcement will arrive, they maintain a consistent and continuous moderate rate of response.
- Resistance to Extinction: The most significant characteristic of this schedule is that it generates the highest resistance to extinction, meaning the learned behavior persists for a very long time even after reinforcement is completely withdrawn.
Therefore, option (b) is the correct and scientifically accurate description.
Next question →
Regarding the psychological implications of 'Frames' structure and 'Immediate…
← Previous question
Which of the following statements is most accurate and…
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?
→
Which of the following psychological statements is most authentic and scientifically valid regarding the psychological characteristic of the 'Variable-Ratio Schedule' among the 'Schedules of Reinforcement' propounded under B. F. Skinner's 'Operant Conditioning Theory', and the fundamental distinction between 'Negative Reinforcement' and 'Punishment' in classroom management and the teaching-learning process?
→
Which of the following psychological statements is most authentic and scientifically valid regarding the real psychological implications of the concepts of 'Positive Reinforcement', 'Negative Reinforcement', 'Punishment', and 'Extinction' propounded under B. F. Skinner's 'Operant Conditioning Theory', and the comparative impact of 'Schedules of Reinforcement' such as 'Continuous Schedule' and 'Partial/Intermittent Schedule' in classroom teaching?
→
In the neuro-cognitive context of 'Theories of Learning', regarding the interrelationship between the neuro-biological nature of 'Operant Conditioning' (Positive Reinforcement, Negative Reinforcement, and Punishment) propounded by B.F. Skinner, the dopaminergic reward pathway, associative learning, and executive control activation dynamics among the brain's 'Nucleus Accumbens', 'Ventral Tegmental Area (VTA)', and 'Dorsolateral Prefrontal Cortex', and Edward Thorndike's 'Law of Effect', along with their implications for modern primary inclusive classroom teaching, 'Neuro-Behavioral Optimized Pedagogy', and the enhancement of adaptive behavior shaping, reinforcement strategies, and overall emotional-cognitive competence in students, which of the following statements is most appropriate and true?
→
In the neuro-cognitive context of 'Methods of Learning and Teaching Systems', regarding the neuro-biological nature of 'Operant Conditioning' (positive/negative reinforcement and punishment) propounded by B.F. Skinner and its activation dynamics of response generation, habit formation, and impulse control involving the ventral striatum, nucleus accumbens, dopaminergic mesolimbic pathway, and prefrontal cortex, along with its interrelationship with Edward Thorndike's 'Law of Effect' and its implications for modern primary inclusive classroom teaching, 'Neuro-Behavioral Optimized Pedagogy', and the enhancement of positive reinforcement strategies, self-regulation, and holistic emotional-cognitive competence in students, which of the following statements is most appropriate and true?
Log in
to add to quiz, bookmark, or report issues.