Using Operant Conditioning to Avoid Procrastinating Studying - Research Paper Example

Running Head: Using operant conditioning to avoid procrastinating studying Using operant conditioning to avoid procrastinating studying Introduction The following paper would highlight how a behavioral programme based on operant conditioning would help an individual to avoid the habit of procrastinating studying. Operant conditioning refers to the use of positive and negative rewards, as well as positive and negative punishments in order to ensure desirable behaviors or that undesirable behaviors do not occurs (Plotnik, 2005). The paper will start by with highlighting what methods and procedures are to be used and would then go on to highlight how they would lead to a desired result. Lastly, the paper would highlight when and in what cases such a technique to avoid procrastination fails. Methodology The aim of the behavioral programme is to ensure that undesirable behavior of procrastinating studying does not occur. Thus, it will make use of both rewards, as well as punishments in order to ensure that procrastinations in studying do not happen. The basic purpose of using rewards in the model is to encourage myself to study beforehand. In other words, rewards encourage desirable behavior. On the other hand, punishments are going to be used as a deterrent for myself for procrastination to take place. The behavioral programme can start by devising a shaping plan (Lukas, Marr and Maple, 1995). The shaping plan refers to a document that objectively highlights the ideal behavioral outcomes that the programme seeks to obtain. Thus, the shaping plan would involve making of a timetable identifying and assigning studying slots at different times of the day for myself to follow. The timetable can be put up on my door or wall so that there is a constant reinforcement, which may compel me to follow the plan even more. Rewards and punishments In order to implement the programme effectively, a well built reward and punishment system is crucial. The basic purpose of using rewards in the model is to encourage myself to study at the right time rather than continue delaying it. A positive reward to one self as per the behavioral plan may be something desirable, like going to a party on a weekend if the timetable set up is followed properly. The programme may also make use of negative rewards. For instance, the removal of a restriction of not being allowed to listen to music while studying is a restriction that may be removed if the study pattern is consistent with the schedule drafted in the shaping plan for at least two weeks. Next, there will be positive as well as negative punishments incorporated in the programme in order to ensure that procrastinating does not occur, or that when it does happen, then punishments are used to discourage such a behavior from being repeated in future. In this operant conditioning behavioral programme, positive punishments refer to the imposition of undesirable consequences that then leads to the discouragement of a behavior. In this case, imposing a punishment of having to study for another additional hour apart from the usual amount of time is an example of a positive punishment. On the other hand, negative punishment refers to the removal of desirable conditions if a behavior that needs to be discouraged takes place. In this behavioral programme, the restriction on taking power naps in between my study hours because of my procrastination is a negative punishment. Strengths Procrastinating studying is a common behavior arising because of lack of will power or an incentive to work from the beginning. Thus, a possible solution that may help resolve this problem is to bring out external influences, or motivating factors into the picture so that an individual feels obliged to perform desirable actions which in this case happens to be to not procrastinate. Thus, operant conditioning that makes use of external rewards and punishments seem to be a plausible solution to solve this problem. Also, note that the one reason why procrastination is effectively countered by operant conditioning is because it operant conditioning objectifies or brings structure to the desirable/undesirable behavior which in this case happens to be procrastinating. Thus, when the problem is subdivided or put to a formal structure (via the time table) and the subject is constantly reminded of it (the time table is put up on a frequently visited door or wall), not procrastinating will be inducted into the conscious mind of the subject which may subsequently yield better results compared to other behavioral methods. In addition to this, it must also come under notice that avoiding procrastination is a form of learned rather than reflective behavior. Operant conditioning also aims to stimulate learned behavior via reinforcements and punishments (Skinner, 1974). Thus, operant conditioning is consistent with the learned behaviors and thus procrastination so that the probability of it succeeding in avoiding procrastination is going to be greater than if any other behavioral techniques were under utilization. Weakness One of the main problems with using this method to avoid procrastination is that the method is gullible to personal biases. In other words, because the method and procedure is going to be devised by the individual itself, the relevant reward and punishments chosen may not be highly effective in generating the desired outcome. This in turn can make the results less reliable and the outcomes less effective. Apart from this, the implementation of the method is also going to be difficult. In the absence of any supervision from outside, it is likely that I would be reluctant to imposed negative or positive punishments when I would procrastinate. Moreover, it may also very likely be that I would reward myself even when the desired result of studying according to the timetable does not materialize. This would then make the entire behavioral programme ineffective. Perhaps, one of the major lacking of this behavioral approach is also that it focuses on external forces and influences of motivation rather than the internal ones. Rewards and punishments that may be used to influence behavior are seen to be coming from outside or the external programme. However, what the approach fails to appreciate is that in most cases internal motivation and will power seems to be more effective in generating favorable outcomes as opposed to external factors to induce desirable outcome. In particular, if one looks at procrastinating, an internal motivation coupled with a strong will power may be much more effective than using behavioral techniques of operant conditioning to generate desirable results. Conclusion The weakness of the operant conditioning method however, does not make it an ineffective tool to alter or lead to desirable behavior. It shows that given that the weaknesses are overcome, there is a strong will power and an effective implementation of the programme; operant conditioning may indeed be an effective tool to obtain the desirable results, which in this case happens to be to avoid procrastination. References Lukas, K. E., Marr, M. J., and Maple, T. L. (1995). Teaching Operant Conditioning at the Zoo. Cambridge Center for Behavioral Studies, Inc. Plotnik, R. (2005). Introduction to psychology. California: Wadswoth Thomas Learning. Skinner, B. F. (1974). About Behaviorism. New York, NY: Alfred A. Knopf. Read More