This document provides an overview of operant conditioning from a behaviorist perspective. It begins by defining the objectives as exploring, analyzing, and evaluating operant conditioning. It then explains key concepts like reinforcement, punishment, positive and negative reinforcement, and cites studies by B.F. Skinner using rats in a Skinner box. It summarizes Skinner's findings that behaviors can be learned or modified through consequences. Strengths discussed are its scientific approach, but weaknesses include oversimplifying behavior and lack of consideration for mental processes. The document aims to help students understand, analyze, and critique the behaviorist perspective on operant conditioning.

1. Come up with thehighest scoringsingle (real!) wordrelating to:
Behaviourist
Approach
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2. Lesson Objectives:
AO1 - To explore and understand Operant Conditioning.
AO2 – To analyse the research surrounding Operant Conditioning.
AO2 – To evaluate Operant Conditioning.
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3. Operant Conditioning
(Skinner)
Classical Conditioning
(Pavlov)

4. Operant Conditioning
AO1 - To explore and understand Operant Conditioning.

5. How does reinforcement effect our
behaviour?
B.F Skinner studied how animals can learn from the
consequences of their actions.
He specifically focused on Reinforcement.
Reinforcement strengthens the likelihood of
behaviour re-occurring.
AO1 - To explore and understand Operant Conditioning.

6. Positive Reinforcement
Receiving a reward when a certain behaviour
is performed to make the behaviour happen
again - to behave the same way again in
order to receive the reward.
AO1 - To explore and understand Operant Conditioning.

7. Negative Reinforcement
Occurs when someone avoids something
unpleasant - something undesirable is
removed when the desirable behaviour
happens.
AO1 - To explore and understand Operant Conditioning.

8. Punishment
This is when something undesirable is
received after a behaviour to make it stop -
Punishment is used in an attempt to
decrease a behavior.
AO1 - To explore and understand Operant Conditioning.

9. Positive Reinforcement
AO3 – To analyse the research surrounding Operant Conditioning.

10. B.F. Skinner claimed that
all behaviour is learnt as a
result of consequences in
our environment – operant
conditioning
This involves learning
through the consequences
(positive and negative) of
behavioural responses.
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Operant Conditioning

11. Operant Conditioning
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 Operant conditioning is
concerned with the use of
consequences, such as
gaining rewards or receiving
punishments, in order to
modify and shape behaviour.
 Skinner, like Pavlov, tested
this learning process on
animals
Skinner box
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12. Operant Conditioning
 He trained rats to press a lever using both types of reinforcement.
 He used positive reinforcement to train the rat, by giving the rat a pellet of
food each time it pressed the lever.
 This caused the rat to learn that the lever = food, so it continued to press the
lever.
 He used negative reinforcement to train the rat, by running an electric current
through the floor of the cage.
 When the rat pressed the lever, the electric shock would stop.
 This taught the rat that lever = getting rid of something bad.
AO3 – To analyse the research surrounding Operant Conditioning.

13. Positive Reinforcement
 Increases the likelihood of a response occurring because
it involves a reward for the behaviour
Can you think of any examples?
 The worker gets paid a bonus for working hard.
 The dog gets a treat for returning when called.
 The child gets dessert for eating her vegetables (bribery!)
 Reward points are given for good work.
 Positive reinforcement
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14. Negative Reinforcement
 Increases the likelihood of a response
occurring because it involves the
removal of, or escaping from,
unpleasant consequences (e.g. it leads
to stopping or avoiding an electric shock)
Can you think of any examples?
 The choke collar is loosened when the dog
moves closer to the trainer.
 The reins are loosened when the horse
slows down.
 The car buzzer turns off when you put on
your seatbelt.
 The torture is stopped when the victim
confesses.
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15. Operant Conditioning
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 It important to note however that the associations between responses and
consequences have to be made close together in time for learning to
occur.
 Operant conditioning has been applied to the treatment of behaviour (e.g.
behaviour shaping)
 Examples included social skills training for offenders, and token economy
systems used in institutions whereby tokens are given as a secondary
reinforcement for good behaviour.
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16. http://www.youtube.com/watch?v=cl7jr9EVcjI
You Tube Clip of Skinner Box

17. Skinner’s Box
 http://www.resourcd.com/@psychexchange/video/show/36

18. What do you think of
Punishment?
AO1 – To discuss punishment within the Behaviourist Approach.

19. Examples of Positive Punishment
 The consequence is receiving something
unpleasant which decreases the
probability of the behaviour being
repeated (e.g. the behaviour leads to an
electric shock or a smack)
Can you think of any examples?
 The peeing on the rug (by a puppy) is
punished with a swat of the newspaper.
 The driver's speeding results in a ticket
and a fine.
 The baby's hand is burned when she
touches the hot stove.
 Walking straight through low doorways is
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20. Examples of negative punishment
 The consequence is removing
something desirable and decreases
probability of the behaviour being
repeated
Can you think of any examples of this?
 Toys being taken away from a child
when they are throwing a tantrum
 The child has his crayons taken away
for fighting with his sister.
 The teenager is grounded for
misbehaviour (loses their social life)
 Child banned from playing computer
games for swearing
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21.  B.F. Skinner’s views on Punishment:
 Tells us what NOT to do…
doesn’t tell us what to do
 Teaches us avoidance
 May cause undesirable side effects:
Fear
Aggression
If punishment is unpredictable and unavoidable, we develop
sense that events are beyond our control
Leads to:AO1 – To discuss punishment within the Behaviourist Approach.

22. INSTEAD:
 Emphasize reinforcement
 Catch us doing something right and affirm it
AO1 – To discuss punishment within the Behaviourist Approach.

23. Supernanny activity

24. Behaviourist Perspective Case Study:
Derek - Operant Conditioning
Derek is 45 years old and attends a Day Centre for
adults with learning difficulties. The staff at the centre
find his behaviour challenging and unacceptable.
Derek often shouts out and demands attention and he
refuses to comply with the simplest of instructions that
all clients are expected to follow.
Describe how the staff at the Day Centre could use
operant conditioning to modify and change Derek’s
behaviour.
Consider the positives and negatives of Operant
Conditioning.
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AO1 - To explore and understand Operant Conditioning.
AO3 – To evaluate Operant Conditioning.

25. Remember the terms?
 Positive Reinforcement: involves a reward
 Negative Reinforcement: involves the removal of, or escaping from,
unpleasant consequences
 Positive Punishment: receiving something unpleasant
 Negative punishment: removing something desirable
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26. Before we start...
With the people around you, can you think of some
strengths and weaknesses of the behaviourist
approach?
Make notes of them and be prepared to share.
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AO3 – To examine the Behaviourist Approach as a whole.
AO2 – To evaluate and justify the Behaviourist Approach as a whole.

27. Lesson Objectives:
AO1 – To discuss punishment within the Behaviourist
Approach.
AO1/3 – To examine the Behaviourist Approach as a whole.
AO3 – To evaluate and justify the Behaviourist Approach as
a whole.
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28. Strengths of approach
 Behaviourism is very scientific. Theories are testable and
supported by rigorous experimental research – Uses the
experimental method  helps to establish cause and effect,
objective
 Replicable  can be repeated due to high control so has
reliability
 Mainly quantitative data  easy to analyse
 Behaviourist explanations can be applied to the real world to
explain everyday behaviour such as phobias and has produced
many practical applications
 Useful applications to education, child rearing (i.e. super
nanny)
 It provides strong counter-arguments to the nature side of the
‘nature-nurture’ debate
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29. Limitations of approach
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• Many forms of learning cannot be satisfactorily explained
by classical and operant conditioning e.g. insight learning
• Approach ignores important mental processes involved in
learning
 Over simplified  only takes into account nurture, rules
out any influence of anything else
 Lack of ecological validity due to highly controlled
experiments  issues with generalisability
 Lack of qualitative data  no thoughts or feelings known
 Much data has been obtained from species such as rats,
dogs and pigeons but the relevance of these findings to
human behaviour is dubious. Can we extrapolate?

30. Evaluation Time
Using the information in front of you and page 107 of the
text book.
Fill in your tables with the strengths and weaknesses of the
Behaviourist Approach.
Make sure to bullet point and shorten your answers.
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AO3 – To examine the Behaviourist Approach as a whole.
AO2 – To evaluate and justify the Behaviourist Approach as a whole.

31. Can you?
1. Explain what is meant by classical and operant
conditioning (2 marks each)
2. Outline the main findings of Pavlov’s research
3. Explain what is meant by positive and negative
reinforcement in operant conditioning (2 marks
each)
4. Outline the main findings of Skinner’s research (4
marks)
5. Outline one strength and one limitation of the
behaviourist approach in psychology
 Answer the ‘Check it’ questions on page 107

32. The Behaviourist Approach
Outline and evaluate the
behaviourist approach in psychology
(12 marks – AS, 16 marks – A level)
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33. Homework
Ensure you have written up your class notes to include the following:
The assumptions of the behaviourist approach
Classical conditioning and Pavlov’s research
Operant conditioning and Skinner’s research
Types of reinforcement
The strengths and weaknesses of the approach

34. Mini Quiz
Positive Reinforcement, Negative reinforcement or
punishment?
In 4 teams:
•Buzz when you know the answer.
•First team to Buzz answers the question.
There are 6 questions.
The team with the most points wins!
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AO1 - To explore and understand Operant Conditioning.

35. Operant Conditioning
Positive Reinforcement, Negative reinforcement or
punishment?
A child gets £5 for washing the car.
Positive Reinforcement

36. Positive Reinforcement, Negative reinforcement or
punishment?
A parent shouts at a child for crossing the street
without looking.
Punishment
Operant Conditioning

37. Positive Reinforcement, Negative reinforcement or
punishment?
A salesman stops hassling his customer when he
agrees to buy upgrades to a product.
Negative reinforcement
Operant Conditioning

38. Positive Reinforcement, Negative reinforcement or
punishment?
Your teacher phones home when you don’t complete
two pieces of homework.
Punishment
Operant Conditioning

39. Positive Reinforcement, Negative reinforcement or
punishment?
Your teacher asks your parents to nag you until you
complete your homework.
Negative reinforcement
Operant Conditioning

40. Positive Reinforcement, Negative reinforcement or
punishment?
You receive a prize for finishing 2nd
in a race.
Positive Reinforcement
Operant Conditioning

41. TABOO
You have each been given a card
with a word from the Behaviourist
Approach on it.
You can not use the word or any of
the words on the card to explain it.
Task:
See how many words we can do in
ONE minute.
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42. P
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Answer the questions on page 107 of the text
book:
1.Explain ONE assumption of the behaviourist
approach.
(3 Marks)
2. Outline TWO types of reinforcement as
suggested by the behaviourist approach.
(4 marks)
3. Outline and evaluate the behaviourist
approach in psychology.
(12 marks)
Hand them into me afterwards.AO3 – To examine the Behaviourist Approach as a whole.
AO2 – To evaluate and justify the Behaviourist Approach as a whole.