B. F. Skinner

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B. F. Skinner
B.F. Skinner at Harvard circa 1950.jpg
Skinner at the Harvard Psychology Department, c.1950
Born
Burrhus Frederic Skinner

(1904-03-20)March 20, 1904
DiedAugust 18, 1990(1990-08-18) (aged 86)
Nationality American
Alma mater Hamilton College
Harvard University
Known for Operant conditioning
Radical behaviorism
Behavior analysis
Verbal behavior
Spouse(s)
Yvonne (Eve) Blue
(m. 1936;his death 1990)
[1]
Awards National Medal of Science (1968)
Scientific career
Fields Psychology, linguistics, philosophy
Institutions University of Minnesota
Indiana University
Harvard University
Influences Charles Darwin
Ivan Pavlov
Ernst Mach
Jacques Loeb
Edward Thorndike
William James
Jean-Jacques Rousseau
Henry David Thoreau
Influenced Maxie Clarence Maultsby Jr.
Signature
BF Skinner signature.svg

Burrhus Frederic Skinner (March 20, 1904 – August 18, 1990) was an American psychologist, behaviorist, author, inventor, and social philosopher. [2] [3] [4] [5] He was a professor of psychology at Harvard University from 1958 until his retirement in 1974. [6]

Contents

Considering free will to be an illusion, Skinner saw human action as dependent on consequences of previous actions, a theory he would articulate as the principle of reinforcement : If the consequences to an action are bad, there is a high chance the action will not be repeated; if the consequences are good, the probability of the action being repeated becomes stronger. [7] :17

Skinner developed behavior analysis, especially the philosophy of radical behaviorism , [8] and founded the experimental analysis of behavior, a school of experimental research psychology. He also used operant conditioning to strengthen behavior, considering the rate of response to be the most effective measure of response strength. To study operant conditioning, he invented the operant conditioning chamber (aka the Skinner Box), [7] and to measure rate he invented the cumulative recorder. Using these tools, he and Charles Ferster produced Skinner's most influential experimental work, outlined in their book Schedules of Reinforcement (1957). [9] [10]

Skinner was a prolific author, having published 21 books and 180 articles. [11] He imagined the application of his ideas to the design of a human community in his utopian novel, Walden Two (1948), [12] while his analysis of human behavior culminated in his work, Verbal Behavior . [13]

Contemporary academia considers Skinner, along with John B. Watson and Ivan Pavlov, a pioneer of modern behaviorism. Accordingly, a June 2002 survey listed Skinner as the most influential psychologist of the 20th century. [14]

Biography

Skinner was born in Susquehanna, Pennsylvania, to Grace and William Skinner, the latter of whom was a lawyer. Skinner became an atheist after a Christian teacher tried to assuage his fear of the hell that his grandmother described. [15] His brother Edward, two and a half years younger, died at age 16 of a cerebral hemorrhage. [16]

Skinner's closest friend as a young boy was Raphael Miller, whom he called Doc because his father was a doctor. Doc and Skinner became friends due to their parents’ religiousness and both had an interest in contraptions and gadgets. They had set up a telegraph line between their houses to send messages to each other, although they had to call each other on the telephone due to the confusing messages sent back and forth. During one summer, Doc and Skinner started an elderberry business to gather berries and sell them door to door. They had found that out when they picked the ripe berries, the unripe ones came off the branches too, so they built a device that was able to separate them. The device was a bent piece of metal to form a trough. They would pour water down the trough into a bucket, and the ripe berries would sink into the bucket and the unripe ones would be pushed over the edge to be thrown away. [17]

Education

Skinner attended Hamilton College in New York with the intention of becoming a writer. He found himself at a social disadvantage at the College because of his intellectual attitude. [18]

The school was known for being a strong fraternity college, and Skinner joined Lambda Chi Alpha fraternity while attending. Skinner had thought that his fraternity brothers would be respectful and would not haze or mistreat the newcomers, instead helping out the other boys with courses or other activities. Contrary to his expectations, at Lambda Chi Alpha freshmen were called “slimers” who had to wear small green knit hats and greet everyone that they passed for punishment. The year before Skinner entered Hamilton, there was a hazing accident that caused the death of a student. The freshman was asleep in his bed when he was pushed onto the floor, where he smashed his head, resulting in his death. Skinner had a similar incident where two freshmen captured him and tied him to a pole, where he should have stayed all night, but he had a razor blade in his shoe for emergency and managed to cut himself free. [17]

He wrote for the school paper, but, as an atheist, he was critical of the traditional mores of his college. After receiving his Bachelor of Arts in English literature in 1926, he attended Harvard University, where he would later research, teach, and eventually become a prestigious board member. While attending Harvard, a fellow student, Fred Keller, convinced Skinner that he could make an experimental science from the study of behavior. This led Skinner to invent a prototype for the Skinner Box and to join Keller in the creation of other tools for small experiments. [18]

After graduation, Skinner unsuccessfully tried to write a great novel while he lived with his parents, a period that he later called the 'Dark Years.' [18] He became disillusioned with his literary skills despite encouragement from the renowned poet Robert Frost, concluding that he had little world experience and no strong personal perspective from which to write. His encounter with John B. Watson's Behaviorism led him into graduate study in psychology and to the development of his own version of behaviorism. [18]

Later life

The gravestone of B.F. Skinner and his wife Eve at Mount Auburn Cemetery BF Skinner Grave.JPG
The gravestone of B.F. Skinner and his wife Eve at Mount Auburn Cemetery

Skinner received a PhD from Harvard in 1931, and remained there as a researcher until 1936. He then taught at the University of Minnesota at Minneapolis and later at Indiana University, where he was chair of the psychology department from 1946–1947, before returning to Harvard as a tenured professor in 1948. He remained at Harvard for the rest of his life. In 1973, Skinner was one of the signers of the Humanist Manifesto II. [19]

In 1936, Skinner married Yvonne (Eve) Blue. The couple had two daughters, Julie (m. Vargas) and Deborah (m. Buzan). [20] [21] Yvonne died in 1997, [22] and is buried in Mount Auburn Cemetery, Cambridge, Massachusetts. [23]

Skinner's public exposure had increased in the 1970s, he remained active even after his retirement in 1974, until his death. In 1989, Skinner was diagnosed with leukemia and died on August 18, 1990, in Cambridge, Massachusetts. Ten days before his death, he was given the lifetime achievement award by the American Psychological Association and gave a talk in an auditorium concerning his work. [24]

Contributions to psychology

Behaviorism

Skinner referred to his approach to the study of behavior as radical behaviorism . [25] This philosophy of behavioral science assumes that behavior is a consequence of environmental histories of reinforcement (see applied behavior analysis). In his words:

The position can be stated as follows: what is felt or introspectively observed is not some nonphysical world of consciousness, mind, or mental life but the observer's own body. This does not mean, as I shall show later, that introspection is a kind of psychological research, nor does it mean (and this is the heart of the argument) that what are felt or introspectively observed are the causes of the behavior. An organism behaves as it does because of its current structure, but most of this is out of reach of introspection. At the moment we must content ourselves, as the methodological behaviorist insists, with a person's genetic and environment histories. What are introspectively observed are certain collateral products of those histories.… In this way we repair the major damage wrought by mentalism. When what a person does [is] attributed to what is going on inside him, investigation is brought to an end. Why explain the explanation? For twenty-five hundred years people have been preoccupied with feelings and mental life, but only recently has any interest been shown in a more precise analysis of the role of the environment. Ignorance of that role led in the first place to mental fictions, and it has been perpetuated by the explanatory practices to which they gave rise.

Foundations of Skinner's behaviorism

Skinner's ideas about behaviorism were largely set forth in his first book, Behavior of Organisms (1938). [9] Here, he gives a systematic description of the manner in which environmental variables control behavior. He distinguished two sorts of behavior which are controlled in different ways:

Both of these sorts of behavior had already been studied experimentally, most notably: respondents, by Ivan Pavlov; [26] and operants, by Edward Thorndike. [27] Skinner's account differed in some ways from earlier ones, [28] and was one of the first accounts to bring them under one roof.

The idea that behavior is strengthened or weakened by its consequences raises several questions. Among the most important are these:[ clarification needed ]

  1. Operant responses are strengthened by reinforcement, but where do they come from in the first place?
  2. Once it is in the organism's repertoire, how is a response directed or controlled?
  3. How can very complex and seemingly novel behaviors be explained?

1. Origin of operant behavior

Skinner's answer to the first question was very much like Darwin's answer to the question of the origin of a 'new' bodily structure, namely, variation and selection. Similarly, the behavior of an individual varies from moment to moment; a variation that is followed by reinforcement is strengthened and becomes prominent in that individual's behavioral repertoire. Shaping was Skinner's term for the gradual modification of behavior by the reinforcement of desired variations. Skinner believed that 'superstitious' behavior can arise when a response happens to be followed by reinforcement to which it is actually unrelated.[ clarification needed ]

2. Control of operant behavior

The second question, "how is operant behavior controlled?" arises because, to begin with, the behavior is "emitted" without reference to any particular stimulus. Skinner answered this question by saying that a stimulus comes to control an operant if it is present when the response is reinforced and absent when it is not. For example, if lever-pressing only brings food when a light is on, a rat, or a child, will learn to press the lever only when the light is on. Skinner summarized this relationship by saying that a discriminative stimulus (e.g. light) sets the occasion for the reinforcement (food) of the operant (lever-press). This three-term contingency (stimulus-response-reinforcer) is one of Skinner's most important concepts, and sets his theory apart from theories that use only pair-wise associations. [28]

3. Explaining complex behavior

Most behavior of humans cannot easily be described in terms of individual responses reinforced one by one, and Skinner devoted a great deal of effort to the problem of behavioral complexity. Some complex behavior can be seen as a sequence of relatively simple responses, and here Skinner invoked the idea of "chaining". Chaining is based on the fact, experimentally demonstrated, that a discriminative stimulus not only sets the occasion for subsequent behavior, but it can also reinforce a behavior that precedes it. That is, a discriminative stimulus is also a "conditioned reinforcer". For example, the light that sets the occasion for lever pressing may also be used to reinforce "turning around" in the presence of a noise. This results in the sequence "noise – turn-around – light – press lever – food." Much longer chains can be built by adding more stimuli and responses.

However, Skinner recognized that a great deal of behavior, especially human behavior, cannot be accounted for by gradual shaping or the construction of response sequences. [29] Complex behavior often appears suddenly in its final form, as when a person first finds his way to the elevator by following instructions given at the front desk. To account for such behavior, Skinner introduced the concept of rule-governed behavior. First, relatively simple behaviors come under the control of verbal stimuli: the child learns to "jump," "open the book," and so on. After a large number of responses come under such verbal control, a sequence of verbal stimuli can evoke an almost unlimited variety of complex responses. [29]

Reinforcement

Reinforcement, a key concept of behaviorism, is the primary process that shapes and controls behavior, and occurs in two ways: positive and negative. In The Behavior of Organisms (1938), Skinner defines negative reinforcement to be synonymous with punishment , i.e. the presentation of an aversive stimulus. This definition would subsequently be re-defined in Science and Human Behavior (1953).

In what has now become the standard set of definitions, positive reinforcement is the strengthening of behavior by the occurrence of some event (e.g., praise after some behavior is performed), whereas negative reinforcement is the strengthening of behavior by the removal or avoidance of some aversive event (e.g., opening and raising an umbrella over your head on a rainy day is reinforced by the cessation of rain falling on you).

Both types of reinforcement strengthen behavior, or increase the probability of a behavior reoccurring; the difference being in whether the reinforcing event is something applied (positive reinforcement) or something removed or avoided (negative reinforcement). Punishment can be the application of an aversive stimulus/event (positive punishment or punishment by contingent stimulation) or the removal of a desirable stimulus (negative punishment or punishment by contingent withdrawal). Though punishment is often used to suppress behavior, Skinner argued that this suppression is temporary and has a number of other, often unwanted, consequences. [30] Extinction is the absence of a rewarding stimulus, which weakens behavior.

Writing in 1981, Skinner pointed out that Darwinian natural selection is, like reinforced behavior, "selection by consequences." Though, as he said, natural selection has now "made its case," he regretted that essentially the same process, "reinforcement", was less widely accepted as underlying human behavior. [31]

Schedules of reinforcement

Skinner recognized that behavior is typically reinforced more than once, and, together with Charles Ferster, he did an extensive analysis of the various ways in which reinforcements could be arranged over time, calling it the schedules of reinforcement . [10]

The most notable schedules of reinforcement studied by Skinner were continuous, interval (fixed or variable), and ratio (fixed or variable). All are methods used in operant conditioning.

  • Continuous reinforcement (CRF): each time a specific action is performed the subject receives a reinforcement. This method is effective when teaching a new behavior because it quickly establishes an association between the target behavior and the reinforcer. [32]
  • Interval schedule: based on the time intervals between reinforcements. [7]
    • Fixed Interval schedule (FI): A procedure in which reinforcements are presented at fixed time periods, provided that the appropriate response is made. This schedule yields a response rate that is low just after reinforcement and becomes rapid just before the next reinforcement is scheduled.
    • Variable Interval schedule (VI): A procedure in which behavior is reinforced after scheduled but unpredictable time durations following the previous reinforcement. This schedule yields the most stable rate of responding, with the average frequency of reinforcement determining the frequency of response.
  • Ratio schedules: based on the ratio of responses to reinforcements. [7]
    • Fixed Ratio schedule (FR): A procedure in which reinforcement is delivered after a specific number of responses have been made.
    • Variable Ratio schedule (VR): [7] A procedure in which reinforcement comes after a number of responses that is randomized from one reinforcement to the next (e.g. slot machines). The lower the number of responses required, the higher the response rate tends to be. Variable ratio schedules tend to produce very rapid and steady responding rates in contrast with fixed ratio schedules where the frequency of response usually drops after the reinforcement occurs.

Token economy

Skinnerian principles have been used to create token economies in a number of institutions, such as psychiatric hospitals. When participants behave in desirable ways, their behavior is reinforced with tokens that can be changed for such items as candy, cigarettes, coffee, or the exclusive use of a radio or television set. [33]

Verbal Behavior

Challenged by Alfred North Whitehead during a casual discussion while at Harvard to provide an account of a randomly provided piece of verbal behavior, [34] Skinner set about attempting to extend his then-new functional, inductive approach to the complexity of human verbal behavior. [35] Developed over two decades, his work appeared in the book Verbal Behavior . Although Noam Chomsky was highly critical of Verbal Behavior, he conceded that Skinner's "S-R psychology" was worth a review. [36] (Behavior analysts reject the "S-R" characterization: operant conditioning involves the emission of a response which then becomes more or less likely depending upon its consequence.) [36]

Verbal Behavior had an uncharacteristically cool reception, partly as a result of Chomsky's review, partly because of Skinner's failure to address or rebut any of Chomsky's criticisms. [37] Skinner's peers may have been slow to adopt the ideas presented in Verbal Behavior because of the absence of experimental evidence—unlike the empirical density that marked Skinner's experimental work. [38]

Scientific inventions

Operant conditioning chamber

An operant conditioning chamber (also known as a Skinner Box) is a laboratory apparatus used in the experimental analysis of animal behavior. It was invented by Skinner while he was a graduate student at Harvard University. As used by Skinner, the box had a lever (for rats), or a disk in one wall (for pigeons). A press on this "manipulandum" could deliver food to the animal through an opening in the wall, and responses reinforced in this way increased in frequency. By controlling this reinforcement together with discriminative stimuli such as lights and tones, or punishments such as electric shocks, experimenters have used the operant box to study a wide variety of topics, including schedules of reinforcement, discriminative control, delayed response ("memory"), punishment, and so on. By channeling research in these directions, the operant conditioning chamber has had a huge influence on course of research in animal learning and its applications. It enabled great progress on problems that could be studied by measuring the rate, probability, or force of a simple, repeatable response. However, it discouraged the study of behavioral processes not easily conceptualized in such terms—spatial learning, in particular, which is now studied in quite different ways, for example, by the use of the water maze. [28]

Cumulative recorder

The cumulative recorder makes a pen-and-ink record of simple repeated responses. Skinner designed it for use with the operant chamber as a convenient way to record and view the rate of responses such as a lever press or a key peck. In this device, a sheet of paper gradually unrolls over a cylinder. Each response steps a small pen across the paper, starting at one edge; when the pen reaches the other edge, it quickly resets to the initial side. The slope of the resulting ink line graphically displays the rate of the response; for example, rapid responses yield a steeply sloping line on the paper, slow responding yields a line of low slope. The cumulative recorder was a key tool used by Skinner in his analysis of behavior, and it was very widely adopted by other experimenters, gradually falling out of use with the advent of the laboratory computer and use of line graphs. [39] Skinner's major experimental exploration of response rates, presented in his book with Charles Ferster, Schedules of Reinforcement, is full of cumulative records produced by this device. [10]

Air crib

The air crib is an easily cleaned, temperature- and humidity-controlled box-bed intended to replace the standard infant crib. [40] Skinner invented the device to help his wife cope with the day-to-day tasks of child rearing. It was designed to make early childcare simpler (by reducing laundry, diaper rash, cradle cap, etc.), while allowing the baby to be more mobile and comfortable, and less prone to cry. Reportedly it had some success in these goals. [41]

The air crib was a controversial invention. It was popularly mischaracterized as a cruel pen, and it was often compared to Skinner's operant conditioning chamber (aka the 'Skinner Box'). This association with laboratory animal experimentation discouraged its commercial success, though several companies attempted production. [41] [42]

Psychologist Lauren Slater's 2004 book, Opening Skinner's Box , [43] caused a stir by mentioning the rumors that Skinner had used his baby daughter, Deborah, in some of his experiments, and that she had subsequently committed suicide. Although Slater's book rejected such rumors as false, a reviewer in The Observer in March 2004 misquoted Slater's book as supporting the rumors. This review was read by Deborah Skinner (now Deborah Buzan), who wrote a vehement riposte in The Guardian . [44]

Teaching machine

The teaching machine, a mechanical invention to automate the task of programmed learning Skinner teaching machine 01.jpg
The teaching machine, a mechanical invention to automate the task of programmed learning

The teaching machine was a mechanical device whose purpose was to administer a curriculum of programmed learning. The machine embodies key elements of Skinner's theory of learning and had important implications for education in general and classroom instruction in particular. [45]

In one incarnation, the machine was a box that housed a list of questions that could be viewed one at a time through a small window. (see picture.) There was also a mechanism through which the learner could respond to each question. Upon delivering a correct answer, the learner would be rewarded. [46]

Skinner advocated the use of teaching machines for a broad range of students (e.g., preschool aged to adult) and instructional purposes (e.g., reading and music). For example, one machine that he envisioned could teach rhythm. He wrote: [47]

A relatively simple device supplies the necessary contingencies. The student taps a rhythmic pattern in unison with the device. "Unison" is specified very loosely at first (the student can be a little early or late at each tap) but the specifications are slowly sharpened. The process is repeated for various speeds and patterns. In another arrangement, the student echoes rhythmic patterns sounded by the machine, though not in unison, and again the specifications for an accurate reproduction are progressively sharpened. Rhythmic patterns can also be brought under the control of a printed score.

The instructional potential of the teaching machine stemmed from several factors: it provided automatic, immediate and regular reinforcement without the use of aversive control; the material presented was coherent, yet varied and novel; the pace of learning could be adjusted to suit the individual. As a result, students were interested, attentive, and learned efficiently by producing the desired behavior, "learning by doing." [48]

Teaching machines, though perhaps rudimentary, were not rigid instruments of instruction. They could be adjusted and improved based upon the students' performance. For example, if a student made many incorrect responses, the machine could be reprogrammed to provide less advanced prompts or questions—the idea being that students acquire behaviors most efficiently if they make few errors. Multiple-choice formats were not well-suited for teaching machines because they tended to increase student mistakes, and the contingencies of reinforcement were relatively uncontrolled.

Not only useful in teaching explicit skills, machines could also promote the development of a repertoire of behaviors that Skinner called self-management. Effective self-management means attending to stimuli appropriate to a task, avoiding distractions, reducing the opportunity of reward for competing behaviors, and so on. For example, machines encourage students to pay attention before receiving a reward. Skinner contrasted this with the common classroom practice of initially capturing students’ attention (e.g., with a lively video) and delivering a reward (e.g., entertainment) before the students have actually performed any relevant behavior. This practice fails to reinforce correct behavior and actually counters the development of self-management.

Skinner pioneered the use of teaching machines in the classroom, especially at the primary level. Today computers run software that performs similar teaching tasks, and there has been a resurgence of interest in the topic related to the development of adaptive learning systems. [49]

Pigeon-guided missile

During World War II, the US Navy required a weapon effective against surface ships, such as the German Bismarck class battleships. Although missile and TV technology existed, the size of the primitive guidance systems available rendered automatic guidance impractical. To solve this problem, Skinner initiated Project Pigeon, [50] [51] which was intended to provide a simple and effective guidance system. This system divided the nose cone of a missile into three compartments, with a pigeon placed in each. Lenses projected an image of distant objects onto a screen in front of each bird. Thus, when the missile was launched from an aircraft within sight of an enemy ship, an image of the ship would appear on the screen. The screen was hinged, such that pecks at the image of the ship would guide the missile toward the ship. [52]

Despite an effective demonstration, the project was abandoned, and eventually more conventional solutions, such as those based on radar, became available. Skinner complained that "our problem was no one would take us seriously." [53]

Verbal summator

Early in his career Skinner became interested in "latent speech" and experimented with a device he called the verbal summator. [54] This device can be thought of as an auditory version of the Rorschach inkblots. [54] When using the device, human participants listened to incomprehensible auditory "garbage" but often read meaning into what they heard. Thus, as with the Rorschach blots, the device was intended to yield overt behavior that projected subconscious thoughts. Skinner's interest in projective testing was brief, but he later used observations with the summator in creating his theory of verbal behavior. The device also led other researchers to invent new tests such as the tautophone test, the auditory apperception test, and the Azzageddi[ when defined as? ] test. [55]

Influence on teaching

Along with psychology, education has also been influenced by Skinner's views, which are extensively presented in his book The Technology of Teaching, as well as reflected in Fred S. Keller's Personalized System of Instruction and Ogden R. Lindsley's Precision Teaching .

Skinner argued that education has two major purposes:

  1. to teach repertoires of both verbal and nonverbal behavior; and
  2. to interest students in learning.

He recommended bringing students’ behavior under appropriate control by providing reinforcement only in the presence of stimuli relevant to the learning task. Because he believed that human behavior can be affected by small consequences, something as simple as "the opportunity to move forward after completing one stage of an activity" can be an effective reinforcer. Skinner was convinced that, to learn, a student must engage in behavior, and not just passively receive information. [45] :389

Skinner believed that effective teaching must be based on positive reinforcement which is, he argued, more effective at changing and establishing behavior than punishment. He suggested that the main thing people learn from being punished is how to avoid punishment. For example, if a child is forced to practice playing an instrument, the child comes to associate practicing with punishment and thus learns to hate and avoid practicing the instrument. This view had obvious implications for the then widespread practice of rote learning and punitive discipline in education. The use of educational activities as punishment may induce rebellious behavior such as vandalism or absence. [56]

Because teachers are primarily responsible for modifying student behavior, Skinner argued that teachers must learn effective ways of teaching. In The Technology of Teaching (1968), Skinner has a chapter on why teachers fail: [57] :93–113 He says that teachers have not been given an in-depth understanding of teaching and learning. Without knowing the science underpinning teaching, teachers fall back on procedures that work poorly or not at all, such as:

Skinner suggests that any age-appropriate skill can be taught. The steps are

  1. Clearly specify the action or performance the student is to learn.
  2. Break down the task into small achievable steps, going from simple to complex.
  3. Let the student perform each step, reinforcing correct actions.
  4. Adjust so that the student is always successful until finally the goal is reached.
  5. Shift to intermittent reinforcement to maintain the student's performance.

Contributions to social theory

Skinner is popularly known mainly for his books Walden Two (1948) and Beyond Freedom and Dignity, (for which he made the cover of TIME Magazine). [58] The former describes a fictional "experimental community" [59] in 1940s United States. The productivity and happiness of citizens in this community is far greater than in the outside world because the residents practice scientific social planning and use operant conditioning in raising their children.

Walden Two, like Thoreau's Walden , champions a lifestyle that does not support war, or foster competition and social strife. It encourages a lifestyle of minimal consumption, rich social relationships, personal happiness, satisfying work, and leisure. [60] In 1967, Kat Kinkade and others founded the Twin Oaks Community, using Walden Two as a blueprint. The community still exists and continues to use the Planner-Manager system and other aspects of the community described in Skinner's book, though behavior modification is not a community practice. [61]

In Beyond Freedom and Dignity, Skinner suggests that a technology of behavior could help to make a better society. We would, however, have to accept that an autonomous agent is not the driving force of our actions. Skinner offers alternatives to punishment, and challenges his readers to use science and modern technology to construct a better society.

Political views

Skinner's political writings emphasized his hopes that an effective and human science of behavioral control – a technology of human behavior – could help with problems as yet unsolved and often aggravated by advances in technology such as the atomic bomb. Indeed, one of Skinner's goals was to prevent humanity from destroying itself. [62] He saw political activity as the use of aversive or non-aversive means to control a population. Skinner favored the use of positive reinforcement as a means of control, citing Jean-Jacques Rousseau's novel Emile: or, On Education as an example of literature that "did not fear the power of positive reinforcement." [3]

Skinner's book, Walden Two, presents a vision of a decentralized, localized society, which applies a practical, scientific approach and behavioral expertise to deal peacefully with social problems. (For example, his views led him to oppose corporal punishment in schools, and he wrote a letter to the California Senate that helped lead it to a ban on spanking. [63] ) Skinner's utopia is both a thought experiment and a rhetorical piece. In Walden Two, Skinner answers the problem that exists in many utopian novels – "What is the Good Life?" The book's answer is a life of friendship, health, art, a healthy balance between work and leisure, a minimum of unpleasantness, and a feeling that one has made worthwhile contributions to a society in which resources are ensured, in part, by minimizing consumption.

If the world is to save any part of its resources for the future, it must reduce not only consumption but the number of consumers.

B. F. Skinner, Walden Two (1948), p. xi

Skinner described his novel as "my New Atlantis", in reference to Bacon's utopia. [64]

When Milton's Satan falls from heaven, he ends in hell. And what does he say to reassure himself? 'Here, at least, we shall be free.' And that, I think, is the fate of the old-fashioned liberal. He's going to be free, but he's going to find himself in hell.

B. F. Skinner, from William F. Buckley Jr, On the Firing Line, p. 87.

'Superstition in the pigeon' experiment

One of Skinner's experiments examined the formation of superstition in one of his favorite experimental animals, the pigeon. Skinner placed a series of hungry pigeons in a cage attached to an automatic mechanism that delivered food to the pigeon "at regular intervals with no reference whatsoever to the bird's behavior." [65] He discovered that the pigeons associated the delivery of the food with whatever chance actions they had been performing as it was delivered, and that they subsequently continued to perform these same actions. [65]

One bird was conditioned to turn counter-clockwise about the cage, making two or three turns between reinforcements. Another repeatedly thrust its head into one of the upper corners of the cage. A third developed a 'tossing' response, as if placing its head beneath an invisible bar and lifting it repeatedly. Two birds developed a pendulum motion of the head and body, in which the head was extended forward and swung from right to left with a sharp movement followed by a somewhat slower return.

Skinner suggested that the pigeons behaved as if they were influencing the automatic mechanism with their "rituals", and that this experiment shed light on human behavior: [65]

The experiment might be said to demonstrate a sort of superstition. The bird behaves as if there were a causal relation between its behavior and the presentation of food, although such a relation is lacking. There are many analogies in human behavior. Rituals for changing one's fortune at cards are good examples. A few accidental connections between a ritual and favorable consequences suffice to set up and maintain the behavior in spite of many unreinforced instances. The bowler who has released a ball down the alley but continues to behave as if she were controlling it by twisting and turning her arm and shoulder is another case in point. These behaviors have, of course, no real effect upon one's luck or upon a ball half way down an alley, just as in the present case the food would appear as often if the pigeon did nothing—or, more strictly speaking, did something else.

Modern behavioral psychologists have disputed Skinner's "superstition" explanation for the behaviors he recorded. Subsequent research (e.g. Staddon and Simmelhag, 1971), while finding similar behavior, failed to find support for Skinner's "adventitious reinforcement" explanation for it. By looking at the timing of different behaviors within the interval, Staddon and Simmelhag were able to distinguish two classes of behavior: the terminal response, which occurred in anticipation of food, and interim responses, that occurred earlier in the interfood interval and were rarely contiguous with food. Terminal responses seem to reflect classical (as opposed to operant) conditioning, rather than adventitious reinforcement, guided by a process like that observed in 1968 by Brown and Jenkins in their "autoshaping" procedures. The causation of interim activities (such as the schedule-induced polydipsia seen in a similar situation with rats) also cannot be traced to adventitious reinforcement and its details are still obscure (Staddon, 1977). [66]

Criticism

Noam Chomsky

Noam Chomsky, a prominent critic of Skinner, published a review of Skinner's Verbal Behavior two years after it was published. [67] Chomsky argued that Skinner's attempt to use behaviorism to explain human language amounted to little more than word games. Conditioned responses could not account for a child's ability to create or understand an infinite variety of novel sentences. Chomsky's review has been credited with launching the cognitive revolution in psychology and other disciplines. Skinner, who rarely responded directly to critics, never formally replied to Chomsky's critique. Many years later, Kenneth MacCorquodale's reply was endorsed by Skinner. [68]

Chomsky also reviewed Skinner's Beyond Freedom and Dignity , using the same basic motives as his Verbal Behavior review. Among Chomsky's criticisms were that Skinner's laboratory work could not be extended to humans, that when it was extended to humans it represented 'scientistic' behavior attempting to emulate science but which was not scientific, that Skinner was not a scientist because he rejected the hypothetico-deductive model of theory testing, and that Skinner had no science of behavior. [69]

Psychodynamic psychology

Skinner has been repeatedly criticized for his supposed animosity towards Sigmund Freud, psychoanalysis, and psychodynamic psychology. Some have argued, however, that Skinner shared several of Freud's assumptions, and that he was influenced by Freudian points of view in more than one field, among them the analysis of defense mechanisms, such as repression. [70] [71] To study such phenomena, Skinner even designed his own projective test, the "verbal summator" described above. [72]

J. E. R. Staddon

As understood by Skinner, ascribing dignity to individuals involves giving them credit for their actions. To say "Skinner is brilliant" means that Skinner is an originating force. If Skinner's determinist theory is right, he is merely the focus of his environment. He is not an originating force and he had no choice in saying the things he said or doing the things he did. Skinner's environment and genetics both allowed and compelled him to write his book. Similarly, the environment and genetic potentials of the advocates of freedom and dignity cause them to resist the reality that their own activities are deterministically grounded. J. E. R. Staddon has argued the compatibilist position; [73] Skinner's determinism is not in any way contradictory to traditional notions of reward and punishment, as he believed. [74] [75]

Professional career

Roles

Awards

Honorary degrees

Skinner received honorary degrees from:

Bibliography


See also

Related Research Articles

Operant conditioning is a type of associative learning process through which the strength of a behavior is modified by reinforcement or punishment. It is also a procedure that is used to bring about such learning.

Operant conditioning chamber

An operant conditioning chamber is a laboratory apparatus used to study animal behavior. The operant conditioning chamber was created by B. F. Skinner while he was a graduate student at Harvard University. It may have been inspired by Jerzy Konorski's studies. It is used to study both operant conditioning and classical conditioning.

Reinforcement

In behavioral psychology, reinforcement is a consequence applied that will strengthen an organism's future behavior whenever that behavior is preceded by a specific antecedent stimulus. This strengthening effect may be measured as a higher frequency of behavior, longer duration, greater magnitude, or shorter latency. There are two types of reinforcement, known as positive reinforcement and negative reinforcement; positive is where by a reward is offered on expression of the wanted behaviour and negative is taking away an undesirable element in the persons environment whenever the desired behaviour is achieved. Rewarding stimuli, which are associated with "wanting" and "liking" and appetitive behavior, function as positive reinforcers; the converse statement is also true: positive reinforcers provide a desirable stimulus. Reinforcement does not require an individual to consciously perceive an effect elicited by the stimulus. Thus, reinforcement occurs only if there is an observable strengthening in behavior. However, there is also negative reinforcement, which is characterized by taking away an undesirable stimulus. Changing someone's job might serve as a negative reinforcer to someone who suffers from back problems, i.e. Changing from a labourers job to an office position for instance.

Radical behaviorism was pioneered by B. F. Skinner and is his "philosophy of the science of behavior." It refers to the philosophy behind behavior analysis, and is to be distinguished from methodological behaviorism—which has an intense emphasis on observable behaviors—by its inclusion of thinking, feeling, and other private events in the analysis of human and animal psychology. The research in behavior analysis is called the experimental analysis of behavior and the application of this field is called applied behavior analysis (ABA), which was originally termed "behavior modification."

Social learning theory is a theory of learning process and social behavior which proposes that new behaviors can be acquired by observing and imitating others. It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as vicarious reinforcement. When a particular behavior is rewarded regularly, it will most likely persist; conversely, if a particular behavior is constantly punished, it will most likely desist. The theory expands on traditional behavioral theories, in which behavior is governed solely by reinforcements, by placing emphasis on the important roles of various internal processes in the learning individual.

The experimental analysis of behavior is school of thought in psychology founded on B. F. Skinner's philosophy of radical behaviorism and defines the basic principles used in applied behavior analysis. A central principle was the inductive reasoning data-driven examination of functional relations, as opposed to the kinds of hypothetico-deductive learning theory that had grown up in the comparative psychology of the 1920–1950 period. Skinner's approach was characterized by observation of measurable behavior which could be predicted and controlled. It owed its early success to the effectiveness of Skinner's procedures of operant conditioning, both in the laboratory and in behavior therapy.

Behaviorism is a systematic approach to understanding the behavior of humans and other animals. It assumes that behavior is either a reflex evoked by the pairing of certain antecedent stimuli in the environment, or a consequence of that individual's history, including especially reinforcement and punishment contingencies, together with the individual's current motivational state and controlling stimuli. Although behaviorists generally accept the important role of heredity in determining behavior, they focus primarily on environmental events.

<i>Verbal Behavior</i> Psychology book

Verbal Behavior is a 1957 book by psychologist B. F. Skinner, in which he describes what he calls verbal behavior, or what was traditionally called linguistics. Skinner's work describes the controlling elements of verbal behavior with terminology invented for the analysis - echoics, mands, tacts, autoclitics and others - as well as carefully defined uses of ordinary terms such as audience.

<i>Beyond Freedom and Dignity</i> book by B.F. Skinner

Beyond Freedom and Dignity is a 1971 book by American psychologist B. F. Skinner. Skinner argues that entrenched belief in free will and the moral autonomy of the individual hinders the prospect of using scientific methods to modify behavior for the purpose of building a happier and better-organized society.

Animal training

Animal training is the act of teaching animals specific responses to specific conditions or stimuli. Training may be for purposes such as companionship, detection, protection, and entertainment. The type of training an animal receives will vary depending on the training method used, and the purpose for training the animal. For example, a seeing eye dog will be trained to achieve a different goal than a wild animal in a circus.

Shaping is a conditioning paradigm used primarily in the experimental analysis of behavior. The method used is differential reinforcement of successive approximations. It was introduced by B. F. Skinner with pigeons and extended to dogs, dolphins, humans and other species. In shaping, the form of an existing response is gradually changed across successive trials towards a desired target behavior by reinforcing exact segments of behavior. Skinner's explanation of shaping was this:

We first give the bird food when it turns slightly in the direction of the spot from any part of the cage. This increases the frequency of such behavior. We then withhold reinforcement until a slight movement is made toward the spot. This again alters the general distribution of behavior without producing a new unit. We continue by reinforcing positions successively closer to the spot, then by reinforcing only when the head is moved slightly forward, and finally only when the beak actually makes contact with the spot. ... The original probability of the response in its final form is very low; in some cases it may even be zero. In this way we can build complicated operants which would never appear in the repertoire of the organism otherwise. By reinforcing a series of successive approximations, we bring a rare response to a very high probability in a short time. ... The total act of turning toward the spot from any point in the box, walking toward it, raising the head, and striking the spot may seem to be a functionally coherent unit of behavior; but it is constructed by a continual process of differential reinforcement from undifferentiated behavior, just as the sculptor shapes his figure from a lump of clay.

Instinctive drift

Instinctive drift, alternately known as instinctual drift, is the tendency of an animal to revert to unconscious and automatic behaviour that interferes with learned behaviour from operant conditioning. Instinctive drift was coined by Keller and Marian Breland, former students of B.F. Skinner at the University of Minnesota, describing the phenomenon as "a clear and utter failure of conditioning theory." B.F. Skinner was an American psychologist and father of operant conditioning, which is learning strategy that teaches the performance of an action either through reinforcement. It is through the association of the behaviour and the reward or consequence that follows that depicts whether an animal will maintain a behaviour, or if it will become extinct. Instinctive drift is a phenomenon where such conditioning erodes and an animal reverts back to its natural behaviour.

In operant conditioning, punishment is any change in a human or animal's surroundings which, occurring after a given behavior or response, reduces the likelihood of that behavior occurring again in the future. As with reinforcement, it is the behavior, not the human/animal, that is punished. Whether a change is or is not punishing is determined by its effect on the rate that the behavior occurs, not by any "hostile" or aversive features of the change. For example, a painful stimulus which would act as a punisher for most people may actually reinforce some behaviors of masochistic individuals.

Behavioral momentum is a theory in quantitative analysis of behavior and is a behavioral metaphor based on physical momentum. It describes the general relation between resistance to change and the rate of reinforcement obtained in a given situation.

In behavioral psychology, stimulus control is a phenomenon in operant conditioning that occurs when an organism behaves in one way in the presence of a given stimulus and another way in its absence. A stimulus that modifies behavior in this manner is either a discriminative stimulus (Sd) or stimulus delta (S-delta). Stimulus-based control of behavior occurs when the presence or absence of an Sd or S-delta controls the performance of a particular behavior. For example, the presence of a stop sign (S-delta) at a traffic intersection alerts the driver to stop driving and increases the probability that "braking" behavior will occur. Such behavior is said to be emitted because it does not force the behavior to occur since stimulus control is a direct result of historical reinforcement contingencies, as opposed to reflexive behavior that is said to be elicited through respondent conditioning.

Charles Ferster

Charles Bohris Ferster was an American behavioral psychologist. A pioneer of applied behavior analysis, he developed errorless learning and was a colleague of B.F. Skinner's at Harvard University, co-authoring the book Schedules of Reinforcement (1957).

The behavioral analysis of child development originates from John B. Watson's behaviorism.

Psychological behaviorism is a form of behaviorism — a major theory within psychology which holds that generally human behaviors are learned — proposed by Arthur W. Staats. The theory is constructed to advance from basic animal learning principles to deal with all types of human behavior, including personality, culture, and human evolution. Behaviorism was first developed by John B. Watson (1912), who coined the term "behaviorism," and then B. F. Skinner who developed what is known as "radical behaviorism." Watson and Skinner rejected the idea that psychological data could be obtained through introspection or by an attempt to describe consciousness; all psychological data, in their view, was to be derived from the observation of outward behavior. The strategy of these behaviorists was that the animal learning principles should then be used to explain human behavior. Thus, their behaviorisms were based upon research with animals.

James “Jim” A. Dinsmoor was an influential experimental psychologist who published work in the field of the experimental analysis of behavior. He was born October 4, 1921, in Woburn, Massachusetts to Daniel and Jean Dinsmoor. He graduated with his bachelor's degree from Dartmouth College in 1943. Subsequently, he attended Columbia University in New York City, where he received his Master's and Ph.D. degrees under the mentorship of William N. Schoenfeld and Fred S. Keller. There, he was introduced to the work of B.F. Skinner, whose behavior analytic research inspired Dinsmoor to pursue a lifetime of research in conditioned responding.

Anthony Charles Catania is an American researcher in behavior analysis known for his theoretical, experimental, and applied work. He is an Emeritus professor of psychology at the University of Maryland, Baltimore County (UMBC), where he taught and conducted research for 25 years prior to his retirement in 2008. He received a B.A. (1957) and M.A. (1958) at Columbia University in Psychology. He received his Ph.D. in Psychology at Harvard University in 1961. He remained at Harvard to conduct research as a postdoctoral researcher in B. F. Skinner's laboratory. Prior to his career at UMBC, he held a faculty position for nearly a decade at New York University (NYU).

References

Notes

  1. A free copy of this book (in a 1.6 MB .pdf file) may be downloaded at the B. F. Skinner Foundation web site BFSkinner.org.

Citations

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Further reading