(1) Tool: Skinner invented a box called Skinner Box. There is a joystick in the box, and the joystick is connected to a device containing pills.
(2) Process: During the experiment, the hungry mice were put in the box, and the mice could move freely. When the mouse accidentally steps on the joystick, the pill supply device will automatically drop a pill. After several attempts, the mouse will keep pressing the lever until it is full.
(3) Analysis: Mice learned to press the lever to get the reaction of food. Pressing the lever becomes a means or tool to get food. Therefore, the role of operating conditions can also be called the role of tool conditions. In this process, there is a fixed relationship between the stimulus situation (joystick S) and the pressure bar response (R).
(1) two behaviors
Skinner believes that behavior can be divided into two types: reactive behavior and operational behavior. The response behavior is caused by a known stimulus. Unconditional response is caused by unconditional stimulus, which is a kind of reaction behavior. For example, eating drooling, seeing strong light and shrinking eyes. Operational behavior is not triggered by known stimuli, but is naturally generated by organisms in specific situations and fixed by the reinforcement of results. Please note that this behavior is controlled by the result, not by the pre-stimulus. Most behaviors in daily life belong to operational behaviors.
(2) Four laws
① Positive reinforcement. After an organism spontaneously reacts, it immediately presents a pleasant stimulus, thus increasing the probability of such a reaction in the future.
② Negative reinforcement. After an organism spontaneously reacts, it will immediately eliminate or avoid some unpleasant stimuli, thus increasing the probability of such reactions in the future.
③ Gradually disappear. When an organism spontaneously reacts, it is not reinforced, thus reducing the probability of the reaction in the future.
4 punishment. When an organism reacts spontaneously, it will immediately present an unpleasant stimulus or an unpleasant stimulus, or exclude a pleasant stimulus, thus reducing the probability of such a response in the future.
(3) Strengthen the procedure
As shown in the figure, there are many kinds of strengthening schemes, and different kinds have different effects.
Having said that, what does operant conditioning have to do with other theories?
The Relationship between (1) and Thorndike's "Trial-and-error Connection Theory"
(1) Thorndike's discovery is actually an operation condition.
(2) However, Thorndike's cat's behavior is triggered by the fish outside the box (the cat knows that the fish is outside the door), while Skinner's mouse's behavior is spontaneous (the mouse doesn't know that it will eat when you press that button).
(3) Thorndike thinks that reward can strengthen the connection between stimulus and response, while Skinner thinks that response strengthens not this connection but the frequency of the same behavior happening again.
(2) Comparison of the two conditions.
(1) Behavior Modeling-Small Step Principle
Skinner believes that education is to shape behavior. Complex behaviors can be obtained by shaping. Shaping is to achieve the ultimate goal by strengthening it in small steps. That is, the target behavior is decomposed into small steps, and each step is strengthened until the final target behavior is obtained. This method is also called continuous method.
Operation method: end point+starting point+reinforcement+pace+feedback.
(1) Select the target, the more specific, the better. (Terminal behavior) ② Understand what students can do or know at present. (Start behavior) ③ Find out the potential reinforcement in the student environment. (Strengthening) ④ Decompose the terminal behavior into orderly steps, and the steps vary with students' abilities. (Pace division) ⑤ Feedback students' every walking behavior immediately, so that students can gradually approach from the starting point to the end point. (immediate feedback)
(2) Program teaching-similar to "step teaching"
Program teaching is to decompose the knowledge of various disciplines into a series of knowledge items according to their internal logical connections. Gradually connect and deepen these knowledge items, and then let students learn each knowledge one by one according to the order of knowledge items, and give feedback and reinforcement in time with the learning of each knowledge, so that students can finally master what they have learned and achieve the predetermined teaching purpose.
In other words, procedural teaching is the process of presenting textbooks to students in the form of textbooks or teaching machines, so that students can learn the contents of textbooks independently according to the prescribed procedures.
Operation method: Divide the overall teaching goal of a course into many small steps. Every time learners complete a step, they will be strengthened in time, and then enter the next step of learning. Students can adjust their own speed.
In a word, the key to the success of program teaching is to carefully set the order of knowledge items and strengthen the program.
Skinner's program teaching first designed a linear program. Later, Grad modified Skinner's program and developed a branch program. The difference between the two is that the straight type will continue to go down regardless of whether it is correct/learned in the middle, while the branched type will be brought back until it is learned.
(1) rigorous experiments, put forward the theory of operant conditioning, and pushed the learning theory of connectionism to a new height.
(2) Deepen people's understanding of behavior acquisition mechanism, enable people to predict and control behavior, and provide credible theoretical basis for behavior shaping and correction.
(3) The theory of program teaching has become one of the theoretical foundations of computer-aided instruction, which provides basic principles and ideas for the development of computer-aided instruction.
(1) tries to explain all human learning behaviors with the principle of operant conditioning-it's too narrow.
(2) The conclusions drawn from animal experiments are applied to people indiscriminately-ignoring the essential differences between people and animals.
(3) The learning process should include external behavior and internal psychological process. He only studied the external conditions of learning (reinforcement, punishment, etc.). ) and ignore the internal mechanism of human knowledge learning. -treat people as learning machines.
(4) With his method of learning, the knowledge and skills will be solid, but the ability to control the whole knowledge is poor, the creativity is poor, and the comprehensive analysis ability is weak.
References:
Morey Educational psychology [M]. Beijing: Education Science Press, 2007:36-4 1.
[2] Climbing, etc. Handbook of Important and Difficult Points in Psychology Postgraduate Entrance Examination: Basic Preparation (7th Edition) [M]. Beijing: World Book Publishing Company, 20 15:257-260.