Model Answer
0 min readIntroduction
Behaviorism, a dominant school of thought in psychology, posits that learning occurs through interactions with the environment. A core concept within this framework is reinforcement – a process that strengthens the likelihood of a behavior occurring again. The idea that a more preferred activity can be used to reinforce a less preferred one is central to applied behavior analysis and is based on the principle of operant conditioning, first described by B.F. Skinner. This approach leverages the motivational value of enjoyable activities to encourage engagement in tasks that might otherwise be avoided. This essay will explore the validity of this contention and detail the various types of reinforcement employed in behavioral psychology.
The Validity of Reinforcing Less Preferred Activities
The contention that a more preferred activity can reinforce a less preferred one is largely valid, rooted in the principles of operant conditioning. Operant conditioning suggests that behaviors followed by reinforcing stimuli are more likely to be repeated. A preferred activity acts as the reinforcer, increasing the probability of the less preferred activity being performed. This is particularly effective when the preferred activity is contingent upon the completion of the less preferred one. This is often seen in token economy systems, where desired behaviors (e.g., completing homework) earn tokens that can be exchanged for preferred activities (e.g., screen time).
Types of Reinforcement
Reinforcement can be broadly categorized into several types, each operating through different mechanisms:
1. Positive Reinforcement
Positive reinforcement involves the addition of a desirable stimulus following a behavior, thereby increasing the likelihood of that behavior occurring again. This is perhaps the most commonly understood form of reinforcement.
- Example: A child receives praise (desirable stimulus) after completing their chores (behavior), making them more likely to complete chores in the future.
- Another Example: A student receives a good grade (desirable stimulus) after studying diligently (behavior), increasing the likelihood of future diligent study.
2. Negative Reinforcement
Negative reinforcement involves the removal of an undesirable stimulus following a behavior, also increasing the likelihood of that behavior. It’s crucial to understand that negative reinforcement is *not* punishment. Punishment aims to decrease a behavior, while negative reinforcement aims to increase it by removing something unpleasant.
- Example: A person takes an aspirin (behavior) to get rid of a headache (undesirable stimulus), making them more likely to take aspirin in the future when they have a headache.
- Another Example: A car beeps until the seatbelt is fastened (undesirable stimulus). Fastening the seatbelt (behavior) removes the beeping, increasing the likelihood of fastening the seatbelt in the future.
3. Schedules of Reinforcement
The timing and frequency of reinforcement also significantly impact learning. Schedules of reinforcement dictate when the reinforcer is delivered. These schedules can be:
- Continuous Reinforcement: Reinforcement is delivered after every occurrence of the behavior. This is useful for initial learning but can lead to rapid extinction if reinforcement stops.
- Intermittent Reinforcement: Reinforcement is delivered only some of the time. This leads to more durable learning and resistance to extinction. Intermittent schedules can be further divided into:
- Fixed-Ratio: Reinforcement after a fixed number of responses.
- Variable-Ratio: Reinforcement after a variable number of responses (most resistant to extinction).
- Fixed-Interval: Reinforcement after a fixed time interval.
- Variable-Interval: Reinforcement after a variable time interval.
Applying Reinforcement to Preferred/Less Preferred Activities
When using a preferred activity to reinforce a less preferred one, careful consideration must be given to the schedule of reinforcement. Initially, continuous reinforcement (allowing access to the preferred activity immediately after completing the less preferred one) can establish the desired behavior. However, transitioning to an intermittent schedule (e.g., variable ratio) will maintain the behavior over the long term and prevent the individual from becoming reliant on immediate gratification. The value of the preferred activity must also be high enough to effectively motivate the individual.
Furthermore, the principle of shaping can be employed. Shaping involves reinforcing successive approximations of the desired behavior. For example, if a child dislikes reading, one might start by reinforcing them for simply holding a book, then for looking at the pictures, then for reading a single word, and so on, gradually building up to reading entire sentences and paragraphs.
Conclusion
In conclusion, the use of a more preferred activity to reinforce a less preferred one is a valid and effective strategy grounded in the principles of operant conditioning. Understanding the different types of reinforcement – positive, negative, and the nuances of reinforcement schedules – is crucial for successful implementation. By carefully selecting reinforcers and employing appropriate schedules, educators, therapists, and parents can effectively motivate individuals to engage in behaviors that may initially be aversive, fostering learning and positive behavioral change. The effectiveness of this approach hinges on individual preferences and a thoughtful application of behavioral principles.
Answer Length
This is a comprehensive model answer for learning purposes and may exceed the word limit. In the exam, always adhere to the prescribed word count.