B. F. Skinner’s theory of reinforcement

This theory is still valid today when it comes to explaining learning processes.

It seems obvious to think that, if after performing a certain behavior we receive a prize or reward, it is much more likely that we will repeat it again. Behind this principle, which may seem so obvious to us, there is a whole series of hypotheses and theories that have been studied and debated throughout the history of psychology.

One of the main proponents of this approach was Burrhus Frederic Skinner, who through his Theory of Reinforcement attempted to provide an explanation for the way to the functioning of human behavior as a response to certain stimuli.

Who was B. F. Skinner?

Psychologist, philosopher, inventor and author. These are just some of the occupations attributed to the well-known American-born psychologist Burrhus Frederic Skinner. He is considered one of the main authors and researchers within the behaviorist current in North America. within the behaviorist current in North America..

One of his main objects of study was human behavior. Specifically, he sought to explain how it functioned as a response to different stimuli that can influence it.

By means of experimental manipulation and observation of animal behaviorSkinner outlined his first theories about the role of reinforcement in behavior, creating from these the principles of the theory of operant conditioning.

For Skinner the use of the so-called positive and negative reinforcements was vital to modify both human and animal behavior; either to increase or enhance certain behaviors or to inhibit or eliminate them.

Skinner was also interested in the practical applications of his theories; creating "programmed education". In this type of educational process, a series of small nuclei of information are explained to the students, which they must learn consecutively in order to be able to move on to the next nucleus of information.

Finally, Skinner also gave rise to a series of essays surrounded by certain controversy in which he proposed the use of psychological techniques of behavior modification with the objective of increase the quality of society and thus reinforce people's happiness.This is a kind of social engineering for the happiness and well-being of men and women.

What is reinforcement theory?

Skinner's theory of reinforcement, also known as operant conditioning or instrumental conditioning, attempts to explain human behavior in correspondence with the environment or surrounding stimuli.

By means of the experimental method, Skinner concludes that the appearance of a stimulus triggers a response in the person. If this response is conditioned using positive or negative reinforcers, an influence can be exerted on this reaction or operant behavior, which can be enhanced or inhibited.

Skinner established that behavior is maintained from one context or situation to another as long as the consequences, i.e. the reinforcers, do not change or do so following certain logics, "rules" to be discovered. As a consequence, both human and animal behavior can be conditioned by the following or modified using a series of stimuli that the subject may or may not consider satisfactory.

Explained in a simpler way, the Reinforcement Theory emphasizes that a person is more likely to repeat a behavior that is positively reinforced, just as he or she will be more likely to repeat those that are associated with negative stimuli or reinforcement.

What types of reinforcement are there?

Conditional stimuli or reinforcers, both positive and negative, can be used with the purpose of rectifying or changing the person's behavior. These are very useful in psychological therapy, as well as in the school, family or even work environment.family or even at work.

Skinner differentiated between two types of reinforcers: positive reinforcers and negative reinforcers.

1. Positive reinforcers

Positive reinforcers are all those consequences that appear after a behavior and that the person considers satisfactory or beneficial. By means of these positive or satisfactory reinforcers, the aim is to increase a person's response rate, i.e. to increase the probability of performing or repeating an action.

This means that acts that are positively reinforced will be more likely to be repeated because they are followed by rewards, prizes or rewards. are followed by rewards, prizes or rewards perceived as positive by the person performing the action. by the person performing the action.

It is very important to emphasize that for this association to be effective, it must be ensured that the person considers the positive reinforcement as such. That is to say, that it is really attractive to him/her.

What one person may consider as a reward does not necessarily have to be so for another. For example, a child who is rarely given sweets may perceive them as a more important reward than a child who is used to them. Therefore, it will be necessary to know the particularities and differences of the person, it will be necessary to know the particularities and differences of the individual to be able to determine which will be the ideal stimulus that will serve as a positive reinforcer.

In turn, these positive reinforcers can be classified into the following categories:

• Primary or intrinsic reinforcers.Primary or intrinsic reinforcers: these are behaviors that by themselves generate satisfaction. For example, eating if you are hungry.
• Secondary reinforcersSecondary reinforcers: they occur through learning and are external to the person. They can be material, such as money, or social, such as recognition.

3. Negative reinforcers

Contrary to popular belief, negative reinforcers do not consist of administering punishments or aversive stimuli to the person; quite the contrary. The use of negative reinforcers seeks to increase the response rate through the elimination of those consequences that are considered negative. the elimination of those consequences that it considers negative..

For example, a child who studies for a certain exam and obtains a good grade. In this case the parents exempt him from doing some household chore or some activity that is unpleasant for him.

As we can see, unlike positive reinforcement, in this case the appearance of a negative or aversive stimulus is eliminated in order to increase a certain behavior. Nevertheless, what they do have in common is that the stimuli will also have to be adapted to the tastes of the person.

Skinner's reinforcement programs

As it was commented at the beginning of the article, in addition to theorizing about human behavior, Skinner sought to put these theories into real practice.. For this purpose, he elaborated a series of specific reinforcement programs, the most outstanding being continuous reinforcement and intermittent reinforcement (interval reinforcement and ratio reinforcement).

1. Continuous reinforcement

In continuous reinforcement the person is constantly rewarded for an action or behavior.. The main advantage is that the association is formed quickly and effectively; however, once the reinforcement is removed, the behavior also dies out quickly.

2. Intermittent reinforcement

In these cases the person's behavior is only reinforced on certain occasions.. This program is subdivided into two categories: interval reinforcement (fixed or variable) or ratio reinforcement (fixed or variable).

In interval reinforcement the behavior is reinforced after a previously established period of time (fixed) or a random period of time (variable). Whereas in ratio reinforcement the person has to perform a certain number of behaviors before being reinforced. As in interval reinforcement, this number of responses can be previously agreed upon (fixed) or not (random).

Criticisms of Skinner's theory

As in all fields of study and research, Skinner's theory is not exempt from criticism. The main detractors of these hypotheses accuse Skinner of not taking into account the circumstances around which the behavior is produced, thus creating a theory that is too reductionist by relying on the experimental method.. However, this criticism is countered by drawing attention to the fact that the experimental method tries to put the focus of attention not on the individual, but on the context, on what happens in the environment.