Learning Theories

The Basics
B.F. Skinner is perhaps the predominant figure in American psychology. He is an experimental psychologist at Harvard who has developed behaviorism as a position in learning (he remains hesitant to use the term “theory”).

View of Learning 
Here is a comprehensive set of objectives for Skinner along with points based on these objectives

Describe the four consequences that alter behavior, giving definitions and examples of each.

Consequence	Definition	Example
Receive reinforcer (positive reinforcement)	A behavior is followed by the presentation of a positive stimulus, thus the behavior increases.	Giving students a gold star for completing work on time
Remove unpleasant stimulus (negative reinforcement)	A behavior is followed by the removal of an unpleasant stimulus, thus the behavior increases.	Putting on sunglasses to remove the glare of the sun; allowing students to quit working problems that don't interest them if they follow classroom rules about arriving on time
Receive unpleasant stimulus (punishment)	A behavior is followed by the presentation of an unpleasant stimulus, thus the behavior decreases at least temporarily.	Spanking a child who misbehaves; assigning additional homework problems to a student who is disruptive
Withhold pleasant stimulus (extinction)	A behavior is followed by the withholding or removal of a positive stimulus, thus the behavior decreases.	Not allowing a student to go out on the playground when he has not completed his work as scheduled

Skinner accounts for creativity in the same manner that he accounts for all other behavior. There's nothing special about creativity in Skinner's system except that it's much less likely to be seen in the general public. In the past some people have been reinforced for behaviors that we define as creative. Because these behaviors have been reinforced these people persist with these behaviors that we have defined as creative. Thus, we call them creative people. Likewise with people who have a considerable drive and who we are inclined to say are highly motivated. This is not some innate, internal characteristic unique to these few people. Rather it's the logical consequence and what happens when in the past people have been reinforced for setting goals and then persisting with tasks and achieving the goals.


Status Skinner has traveled from being the most influential theorist in education in the 1950s and 60s to perhaps being among the least influential today. At least this is true as far as reputation. It is very difficult to find educators today who claim to be Skinnerians whereas 40 years ago almost all teachers embraced his ideas. Although his star has faded and his theory is very much out of favor, today you still find many teaching practices that have theory origins in Skinner. Today we don't claim to be Skinnerians but our teaching practices would often indicate otherwise.

Skinner gave us behavioral objectives, the use of reinforcers (rewards), individualized instruction, the simple-to-complex sequencing of content, the use of active practice by students, the use of frequent feedback to students, criterion-referenced testing, self-pacing, mastery learning and many more concepts in wide use in education today. Skinner remains very influential in schools although we no longer consider his theory to be important or even correct. We don't write about using Skinner's ideas and we don't talk about this, but when you look into classrooms you see a lot of Skinner today.