Learning Is a Continuous Process in Life - Term Paper Example

? Operant Conditioning 1st, July Learning is a continuous process in life, as people learn new things every day, which change different aspects of their behavior. For this reason, research concerning behavior and learning is crucial, since it is through this that people learn how to change or improve behavior. Knowledge on behavior and learning is applied in different contexts. In parenting, this knowledge is important in order to bring out the best behaviors in children. Different studies have been conducted on learning and behavior, and some theorists have developed theories, which help in explaining learning and behavior in humans and animals. Some of these theories include classical conditioning, operant conditioning, social learning, constructivist theory, and connectivism. This paper bases on operant conditioning; one of the key theories on learning and behavior, which was developed by B. F. Skinner. Using this theory, this essay will focus on how to get a teenager to clean his room. It is important that all family members live in a clean place, because of hygiene purposes. When children are still young, and cannot perform tasks, parents are responsible for them. However, when the children come of age, parents expect them to be responsible individuals. In this case, responsibility involves taking up tasks to ensure high hygiene levels in the house. However, most teenage boys are lazy and less responsible, with regard to cleaning. It is therefore quite challenging to get a teenage boy to clean his room, as most leave their room messy. Nonetheless, it is the responsibility of a parent to bring up responsible children; therefore, a parent has to ensure that the teenage boys learn how to clean their room. If one uses Skinner’s “operant conditioning,” it is possible to make a teenage boy to learn how to clean up his room. Therefore, in this essay, by using Skinner’s theory, the expected results is to see the teenage boy learn to clean his room, and adapt to it. The aim is to ensure that the teenager transforms from an irresponsible, messy boy to a hygiene-conscious boy. It is impossible to achieve complete transformation of behavior; therefore, change will occur in phases or sequences. Hence, the target behavior is broken into smaller manageable parts. Shaping of each part of the small parts will help to achieve a whole behavior change. The parts in this case will include making the bed, keeping clothes in a hamper, dusting the desk and bookshelf, and cleaning the floor of the room and carpeting. Successful shaping of each of these behavior segments will result in a whole clean room. Although this might take some time, under the right conditions, the teenage boy will learn and adapt to the whole process. In order to shape these behaviors, different processes should be employed. According to Catania & Harnad (1988), shaping involves using reinforcement to change an existing response to the desired target behavior. Therefore, the use of reinforcements in the whole process will help to achieve the target behavior in the teenage boy. Therefore, at each stage or phase of behavior different reinforcements will be employed in order to ensure that the teenage boy learns the behavior and moves to the next phase of behavior segment. There are different types of reinforcements that can be used to shape behavior. Positive reinforcement involves providing positive stimulus in order to enhance the desired response. On the other hand, positive punishment involves using an aversive stimulus to reduce an unwanted response. Furthermore, negative reinforcement involves getting rid of an aversive stimulus in order to enhance the desired response or behavior. In addition, reinforcement can be continuous or intermittent. In continuous reinforcement, reinforcement is provided for every desired response, while in intermittent reinforcement, reinforcement is provided for some of the correct responses, but not all (Catania & Harnad, 1988). In this case, however, positive and continuous reinforcements will be used. Positive reinforcement is advantageous, because of its high effectiveness. Therefore, instead of punishing a child after committing a mistake, positive reinforcement motivates a child to act in the expected manner. In addition, continuous reinforcement is beneficial in this case, as this teaches a new behavior. The teenage boy needs to be taught how to clean his room, something he is not used to doing. Intermittent reinforcements are used to maintain behaviors that were previously learned (Cooper et al. 2007: in Matson, J. 2009). In this operant conditioning, the teenage boy will be given an incentive every day he performs a specific behavior. For instance, when he makes his bed every day of the week, he will be given an allowance every Friday. Keeping clothes in the hamper will earn him extra phone time, while dusting the desk and bookshelf earns him extra computer time. Finally, if he cleans the floor and carpet on designated days, he is allowed to have his friends sleep over during the weekend. However, the choice of reinforcement puts into consideration two major factors. First is what interests the teenage boy. Therefore, in this case, it is assumed that the teenage boy likes spending time with friends, on the computer, on the phone, and likes a few dollars to spend on things that interest him. Secondly, the choice of reinforcement will depend on the age of the child. In this case, teenagers are quite stubborn; therefore, punishment might not be effective for them. In operant conditioning, extinction refers to the gradual decline of a response, when reinforcement is removed. Therefore, it is important to balance between extinction and reinforcement when shaping behavior. In this case, to ensure that the teenage boy cleans his room always, reinforcements will be offered more regularly, until the boy is accustomed to cleaning his room, even if this takes long. It is also important to regulate the amount of reinforcement and extinction while shaping behavior. When too much extinction is used, the desired response in the individual will weaken, and might eventually diminish completely. On the other hand, too much reinforcement results in insufficient behavior, as the individual will learn a task, only because the reinforcers are available, and not because they consider the new behavior important (Charlop, Kurtz & Milstein, 1992). Therefore, balancing between extinction and reinforcement is essential to achieve the desired behavior. In this case, this will make the teenager to clean his room, because it is healthy to stay in a clean environment, and not because he will be offered incentives. Knowledge on operant conditioning is relevant and applicable to me, and my personal career goals. Most importantly is that I can apply operant conditioning to myself, in order to achieve behavior modification. For instance, I will use operant conditioning to achieve my personal career goals. Therefore, I will set a goal, keep track of how often I engage in the target behavior, reward myself for performing the target behavior, punish myself for undesired behavior, and reduce my reinforcement with time, as I get accustomed to the target response. This way, operant conditioning performs an important role in ensuring the achievement of my personal career goals. Operant conditioning is also relevant to my personal career goals, as I can apply this to certain areas in my career, in order to realize a positive change. For instance, I might use operant conditioning to improve the quality of my work, and my work output. With the right environment and conditions, this might make my performance as an employee outstanding. This might eventually attract a promotion or any other kind of reward by my company. Climbing the career ladder is everyone’s goal, thus, operant conditioning might help me to achieve this. References Catania, C. & Harnad, S. (1988). The Selection of Behavior: The Operant Behaviorism of B. F. Skinner: Comments and Consequences. London: CUP Archive. Charlop, M. H. Kurtz, P. F. & Milstein, J. P. (1992). Too much reinforcement, too little behavior: assessing task interspersal procedures in conjunction with different reinforcement schedules with autistic children. Journal of Behavioral Analysis 25(4): 795-808. Matson, J. (2009). Applied Behavior Analysis for Children with Autism Spectrum Disorders. London: Springer. Read More