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Negative reinforces aren’t necessarily what it sounds like it would be. A negative reinforcement is almost a scapegoat or route to escape a certain situation. For instance, let’s say it’s a rainy day and you leave the same time that you leave every other day for school. This particular day you are late. The next time your actions may be effected by negative reinforcement, but only if, you perhaps leave earlier on the next rainy day. This will avoid you be late for class.

There are also four schedules of reinforcement. These explain when and how reinforcements will be delivered. They are as followed: Fixed-Interval Schedule, schedule of reinforcement in which a specific interval of time must elapse before a response will yield reinforcement; Variable-Interval Schedule, schedule of reinforcement in which a variable amount of time must elapse before a response will yield reinforcement; Fixed-Ratio Schedule, a schedule of reinforcement in which reinforcement occurs only after a fixed number of responses have been emitted; Variable-Ratio Schedule’ schedule of reinforcement is delivered after a variable number of responses have been emitted (Baron 191).

Punishment differs from reinforcement because it aims to prevent you from performing a particular behavior (Baron 186). For example, I recently got a speeding ticket in which I had doubled the speed limit. My fine was $212.00 and it puts five points on my license. Let’s say that I haven’t gone over the speed limit since. There is positive and negative punishment as well. Positive punishment is the application of a desirable stimulus. Negative punishment is the loss or postponement of a desirable stimulus (Baron 188).

A psychologist that is usually associated with operant learning is B.F. Skinner. Skinner became interested in the work of John B. Watson and Ivan Pavlov and their work with Development Psychology. Skinner, like Pavlov, also spent several years studying animal learning and the functions of the nervous system. Skinner developed a box that had a mechanical door that would open when you push down on a lever. He placed a rat in the box. Not only was there a lever to escape the box, but there was a lever to obtain food. The rat first learned that when he pushed down on the lever a food pellet would come out. Next, Skinner sent electrical shocks through the bottom of the cage. The rat learned to push down on the lever again for more assistance. This opened up the door so the rat can escape. This would be considered a negative reinforcement because it gave the rat an escape and avoidance route. In his studies, Skinner discovered an animal will not learn if it’s response is not rewarded, a behavior will be learned more rapidly if it is reinforced, and once a behavior is learned, it will be more likely to be repeated if it is rewarded occasionally, rather than every time (members).

In conclusion, as shown there are many differences between the two different styles of learning. In classical conditioning, organisms learn associations between stimuli. The stimuli will usually trigger a specific response. The responses are generally involuntary. They are elicited by a unconditioned stimulus and usually cannot be stopped. In contrast, during operant conditioning organisms learn associations between particular behaviors and the consequences that follow. This type of learning is voluntary and is emitted by organisms in the environment. Both are very effective in helping to understand how and why people learn the behaviors they do. This process helps both psychologist and society to understand the developmental process of organisms-which learning is a huge part of.

Baron, Robert A. Psychology. Allyn and Bacon: Boston

1998.

World Book Encyclopedia. World Book, Inc.: Chicago

1999.

website-www.members.tripod.com/~Jerrier/obedience1.html

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