{"id":528,"date":"2023-03-03T19:13:07","date_gmt":"2023-03-03T19:13:07","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/reading-operant-conditioning\/"},"modified":"2025-11-25T03:42:06","modified_gmt":"2025-11-25T03:42:06","slug":"reading-operant-conditioning","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/reading-operant-conditioning\/","title":{"raw":"Operant Conditioning: Learn It 1\u2014The Law of Effect","rendered":"Operant Conditioning: Learn It 1\u2014The Law of Effect"},"content":{"raw":"<section class=\"textbox learningGoals\">\r\n<ul>\r\n\t<li>Define and give examples of operant conditioning<\/li>\r\n\t<li>Understand the difference between reinforcement and punishment<\/li>\r\n\t<li>Identify types of reinforcement and punishment<\/li>\r\n<\/ul>\r\n<\/section>\r\n<h2><b>Operant Conditioning<\/b><\/h2>\r\n<p>In the previous section, you learned about classical conditioning, where an environmental stimulus automatically triggers a reflexive response. The learner is passive\u2014responses happen without choice.<br \/>\r\nNow we turn to the second major form of associative learning: operant conditioning, sometimes called instrumental conditioning.<\/p>\r\n<p>Operant conditioning focuses on how voluntary behaviors are shaped by their consequences.<\/p>\r\n<section class=\"textbox keyTakeaway\">\r\n<h3>operant conditioning<\/h3>\r\n<p class=\"p1\">In operant conditioning, an organism learns to associate a <span class=\"s1\"><b>behavior<\/b><\/span> with a <span class=\"s1\"><b>consequence<\/b><\/span>. If the consequence is pleasant, the behavior becomes <span class=\"s1\"><b>more likely<\/b><\/span> to happen again. If the consequence is unpleasant, the behavior becomes <span class=\"s1\"><b>less likely<\/b><\/span> to occur.<\/p>\r\n<\/section>\r\n<p>For example, Spirit, a dolphin at the National Aquarium in Baltimore, does a flip in the air when her trainer blows a whistle. The consequence, or reward, is that she gets a fish.<\/p>\r\n<section class=\"textbox proTip\">\r\n<h3><b>How Operant Conditioning Differs from Classical Conditioning<\/b><\/h3>\r\n\r\nThere can sometimes be gray areas in differentiating between what counts as classical or operant conditioning. An important distinction is that classical conditioning emphasizes the passive learning process where the learner responds involuntarily in an automatic, reflexive manner, while operant conditioning is active and involves choice. In operant conditioning, the learner voluntarily chooses if they want to perform the behavior to get the reward. <br \/>\r\n<br \/>\r\nFor example, Pavlov's dogs couldn't help but drool when hearing the bell (classical), but they could have made a choice to \"roll over\" in anticipation of a treat (operant).<br \/>\r\n<br \/>\r\nThe table below also highlights how in classical conditioning, the stimulus comes before the response, while in operant conditioning, it follows the behavior.\r\n\r\n<table style=\"width: 693px;\">\r\n<caption>Table 1. Classical and Operant Conditioning Compared<\/caption>\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 136.467px;\" aria-label=\"no value\">\u00a0<\/td>\r\n<th style=\"width: 227.127px;\" scope=\"col\">Classical Conditioning<\/th>\r\n<th style=\"width: 207.179px;\" scope=\"col\">Operant Conditioning<\/th>\r\n<\/tr>\r\n<tr>\r\n<th style=\"width: 136.467px;\" scope=\"row\">Conditioning approach<\/th>\r\n<td style=\"width: 227.405px;\">\r\n<p class=\"p1\">A neutral stimulus becomes associated with an unconditioned stimulus to produce a reflexive response.<\/p>\r\n<\/td>\r\n<td style=\"width: 207.457px;\">\r\n<p class=\"p1\">A voluntary behavior is followed by reinforcement or punishment to influence whether it happens again.<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<th style=\"width: 136.467px;\" scope=\"row\">Stimulus timing<\/th>\r\n<td style=\"width: 227.405px;\">The stimulus occurs immediately <strong>before<\/strong> the response.<\/td>\r\n<td style=\"width: 207.457px;\">The stimulus (either reinforcement or punishment) occurs soon <strong>after<\/strong> the response.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/section>\r\n<section class=\"textbox tryIt\">[ohm2_question height=\"1100\"]4223[\/ohm2_question]<\/section>\r\n<h2><b>The Law of Effect: The Foundation of Operant Conditioning<\/b><\/h2>\r\n<p>Psychologist B. F. Skinner saw that classical conditioning is limited to existing behaviors that are reflexively elicited, and it doesn\u2019t account for new behaviors such as riding a bike. He proposed a theory about how such behaviors come about.<\/p>\r\n<p>Skinner believed that behavior is motivated by the consequences we receive for the behavior: the <strong>reinforcements and punishment<\/strong>s. Skinner's idea that learning is the result of consequences is based on the law of effect, which was first proposed by psychologist Edward Thorndike.<\/p>\r\n<section class=\"textbox keyTakeaway\">\r\n<h3>the law of effect<\/h3>\r\n<p>According to the<strong> law of effect<\/strong>, behaviors that are followed by consequences that are satisfying to the organism are more likely to be repeated, and behaviors that are followed by unpleasant consequences are less likely to be repeated (Thorndike, 1911).<\/p>\r\n<p>&nbsp;<\/p>\r\n<p>Essentially, if an organism does something that brings about a desired result, the organism is more likely to do it again. If an organism does something that does not bring about a desired result, the organism is less likely to do it again.\u00a0<\/p>\r\n<\/section>\r\n<p>An example of the law of effect is in employment. One of the reasons (and often the main reason) we show up for work is because we get paid to do so. If we stop getting paid, we will likely stop showing up\u2014even if we love our job.<\/p>\r\n<p class=\"p1\">Thorndike tested this principle using puzzle boxes with cats, observing how long it took them to escape after discovering a lever or latch. Over repeated trials, escape time decreased\u2014evidence that rewarding outcomes strengthened behavior.<\/p>\r\n<section class=\"textbox linkToLearning\"><a href=\"https:\/\/www.youtube.com\/watch?v=Vk6H7Ukp6To\" target=\"_blank\" rel=\"noopener\">This video demonstrates how Thorndike experimented with cats<\/a> to develop his ideas about learning.<\/section>\r\n<h3><b>The Skinner Box<\/b><\/h3>\r\n<p>Working with Thorndike\u2019s law of effect as his foundation, Skinner began conducting scientific experiments on animals (mainly rats and pigeons) to determine how organisms learn through operant conditioning (Skinner, 1938). He placed these animals inside an operant conditioning chamber, which has come to be known as a \u201c<strong>Skinner box<\/strong>\u201d (Figure 1).<\/p>\r\n<p>A Skinner box contains a lever (for rats) or disk (for pigeons) that the animal can press or peck for a food reward via the dispenser. Speakers and lights can be associated with certain behaviors. A recorder counts the number of responses made by the animal.<\/p>\r\n<figure>\r\n[caption id=\"\" align=\"aligncenter\" width=\"649\"]<img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224804\/CNX_Psych_06_03_Skinnerbox_n.jpg\" alt=\"A photograph shows B.F. Skinner. An illustration shows a rat in a Skinner box: a chamber with a speaker, lights, a lever, and a food dispenser.\" width=\"649\" height=\"255\" data-media-type=\"image\/jpeg\" \/> <strong>Figure 1<\/strong>. (a) B. F. Skinner developed operant conditioning for the systematic study of how behaviors are strengthened or weakened according to their consequences. (b) In a Skinner box, a rat presses a lever in an operant conditioning chamber to receive a food reward. (credit a: modification of work by \"Silly rabbit\"\/Wikimedia Commons)[\/caption]\r\n<\/figure>\r\n<section class=\"textbox watchIt\">Watch the following clip to learn more about operant conditioning and to watch an interview with Skinner as he talks about conditioning pigeons.<iframe title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/yhvaSEJtOV8\" width=\"800\" height=\"500\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" data-mce-fragment=\"1\"><span data-mce-type=\"bookmark\" style=\"display: inline-block; width: 0px; overflow: hidden; line-height: 0;\" class=\"mce_SELRES_start\">\ufeff<\/span><\/iframe><br \/>\r\nYou can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Psychology\/Transcriptions\/OperantConditioning_transcript.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for \"Operant conditioning\" here (opens in a new window)<\/a>.<\/section>\r\n<div data-type=\"note\" data-label=\"Link to Learning\">\r\n<section class=\"textbox tryIt\">[ohm2_question height=\"300\"]4224[\/ohm2_question]<\/section>\r\n<\/div>","rendered":"<section class=\"textbox learningGoals\">\n<ul>\n<li>Define and give examples of operant conditioning<\/li>\n<li>Understand the difference between reinforcement and punishment<\/li>\n<li>Identify types of reinforcement and punishment<\/li>\n<\/ul>\n<\/section>\n<h2><b>Operant Conditioning<\/b><\/h2>\n<p>In the previous section, you learned about classical conditioning, where an environmental stimulus automatically triggers a reflexive response. The learner is passive\u2014responses happen without choice.<br \/>\nNow we turn to the second major form of associative learning: operant conditioning, sometimes called instrumental conditioning.<\/p>\n<p>Operant conditioning focuses on how voluntary behaviors are shaped by their consequences.<\/p>\n<section class=\"textbox keyTakeaway\">\n<h3>operant conditioning<\/h3>\n<p class=\"p1\">In operant conditioning, an organism learns to associate a <span class=\"s1\"><b>behavior<\/b><\/span> with a <span class=\"s1\"><b>consequence<\/b><\/span>. If the consequence is pleasant, the behavior becomes <span class=\"s1\"><b>more likely<\/b><\/span> to happen again. If the consequence is unpleasant, the behavior becomes <span class=\"s1\"><b>less likely<\/b><\/span> to occur.<\/p>\n<\/section>\n<p>For example, Spirit, a dolphin at the National Aquarium in Baltimore, does a flip in the air when her trainer blows a whistle. The consequence, or reward, is that she gets a fish.<\/p>\n<section class=\"textbox proTip\">\n<h3><b>How Operant Conditioning Differs from Classical Conditioning<\/b><\/h3>\n<p>There can sometimes be gray areas in differentiating between what counts as classical or operant conditioning. An important distinction is that classical conditioning emphasizes the passive learning process where the learner responds involuntarily in an automatic, reflexive manner, while operant conditioning is active and involves choice. In operant conditioning, the learner voluntarily chooses if they want to perform the behavior to get the reward. <\/p>\n<p>For example, Pavlov&#8217;s dogs couldn&#8217;t help but drool when hearing the bell (classical), but they could have made a choice to &#8220;roll over&#8221; in anticipation of a treat (operant).<\/p>\n<p>The table below also highlights how in classical conditioning, the stimulus comes before the response, while in operant conditioning, it follows the behavior.<\/p>\n<table style=\"width: 693px;\">\n<caption>Table 1. Classical and Operant Conditioning Compared<\/caption>\n<tbody>\n<tr>\n<td style=\"width: 136.467px;\" aria-label=\"no value\">\u00a0<\/td>\n<th style=\"width: 227.127px;\" scope=\"col\">Classical Conditioning<\/th>\n<th style=\"width: 207.179px;\" scope=\"col\">Operant Conditioning<\/th>\n<\/tr>\n<tr>\n<th style=\"width: 136.467px;\" scope=\"row\">Conditioning approach<\/th>\n<td style=\"width: 227.405px;\">\n<p class=\"p1\">A neutral stimulus becomes associated with an unconditioned stimulus to produce a reflexive response.<\/p>\n<\/td>\n<td style=\"width: 207.457px;\">\n<p class=\"p1\">A voluntary behavior is followed by reinforcement or punishment to influence whether it happens again.<\/p>\n<\/td>\n<\/tr>\n<tr>\n<th style=\"width: 136.467px;\" scope=\"row\">Stimulus timing<\/th>\n<td style=\"width: 227.405px;\">The stimulus occurs immediately <strong>before<\/strong> the response.<\/td>\n<td style=\"width: 207.457px;\">The stimulus (either reinforcement or punishment) occurs soon <strong>after<\/strong> the response.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/section>\n<section class=\"textbox tryIt\"><iframe loading=\"lazy\" id=\"ohm4223\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=4223&theme=lumen&iframe_resize_id=ohm4223&source=tnh&show_question_numbers\" width=\"100%\" height=\"1100\"><\/iframe><\/section>\n<h2><b>The Law of Effect: The Foundation of Operant Conditioning<\/b><\/h2>\n<p>Psychologist B. F. Skinner saw that classical conditioning is limited to existing behaviors that are reflexively elicited, and it doesn\u2019t account for new behaviors such as riding a bike. He proposed a theory about how such behaviors come about.<\/p>\n<p>Skinner believed that behavior is motivated by the consequences we receive for the behavior: the <strong>reinforcements and punishment<\/strong>s. Skinner&#8217;s idea that learning is the result of consequences is based on the law of effect, which was first proposed by psychologist Edward Thorndike.<\/p>\n<section class=\"textbox keyTakeaway\">\n<h3>the law of effect<\/h3>\n<p>According to the<strong> law of effect<\/strong>, behaviors that are followed by consequences that are satisfying to the organism are more likely to be repeated, and behaviors that are followed by unpleasant consequences are less likely to be repeated (Thorndike, 1911).<\/p>\n<p>&nbsp;<\/p>\n<p>Essentially, if an organism does something that brings about a desired result, the organism is more likely to do it again. If an organism does something that does not bring about a desired result, the organism is less likely to do it again.\u00a0<\/p>\n<\/section>\n<p>An example of the law of effect is in employment. One of the reasons (and often the main reason) we show up for work is because we get paid to do so. If we stop getting paid, we will likely stop showing up\u2014even if we love our job.<\/p>\n<p class=\"p1\">Thorndike tested this principle using puzzle boxes with cats, observing how long it took them to escape after discovering a lever or latch. Over repeated trials, escape time decreased\u2014evidence that rewarding outcomes strengthened behavior.<\/p>\n<section class=\"textbox linkToLearning\"><a href=\"https:\/\/www.youtube.com\/watch?v=Vk6H7Ukp6To\" target=\"_blank\" rel=\"noopener\">This video demonstrates how Thorndike experimented with cats<\/a> to develop his ideas about learning.<\/section>\n<h3><b>The Skinner Box<\/b><\/h3>\n<p>Working with Thorndike\u2019s law of effect as his foundation, Skinner began conducting scientific experiments on animals (mainly rats and pigeons) to determine how organisms learn through operant conditioning (Skinner, 1938). He placed these animals inside an operant conditioning chamber, which has come to be known as a \u201c<strong>Skinner box<\/strong>\u201d (Figure 1).<\/p>\n<p>A Skinner box contains a lever (for rats) or disk (for pigeons) that the animal can press or peck for a food reward via the dispenser. Speakers and lights can be associated with certain behaviors. A recorder counts the number of responses made by the animal.<\/p>\n<figure>\n<figure style=\"width: 649px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224804\/CNX_Psych_06_03_Skinnerbox_n.jpg\" alt=\"A photograph shows B.F. Skinner. An illustration shows a rat in a Skinner box: a chamber with a speaker, lights, a lever, and a food dispenser.\" width=\"649\" height=\"255\" data-media-type=\"image\/jpeg\" \/><figcaption class=\"wp-caption-text\"><strong>Figure 1<\/strong>. (a) B. F. Skinner developed operant conditioning for the systematic study of how behaviors are strengthened or weakened according to their consequences. (b) In a Skinner box, a rat presses a lever in an operant conditioning chamber to receive a food reward. (credit a: modification of work by &#8220;Silly rabbit&#8221;\/Wikimedia Commons)<\/figcaption><\/figure>\n<\/figure>\n<section class=\"textbox watchIt\">Watch the following clip to learn more about operant conditioning and to watch an interview with Skinner as he talks about conditioning pigeons.<iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/yhvaSEJtOV8\" width=\"800\" height=\"500\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" data-mce-fragment=\"1\"><span data-mce-type=\"bookmark\" style=\"display: inline-block; width: 0px; overflow: hidden; line-height: 0;\" class=\"mce_SELRES_start\">\ufeff<\/span><\/iframe><br \/>\nYou can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Psychology\/Transcriptions\/OperantConditioning_transcript.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for &#8220;Operant conditioning&#8221; here (opens in a new window)<\/a>.<\/section>\n<div data-type=\"note\" data-label=\"Link to Learning\">\n<section class=\"textbox tryIt\"><iframe loading=\"lazy\" id=\"ohm4224\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=4224&theme=lumen&iframe_resize_id=ohm4224&source=tnh&show_question_numbers\" width=\"100%\" height=\"300\"><\/iframe><\/section>\n<\/div>\n","protected":false},"author":20,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Operant Conditioning\",\"author\":\"OpenStax College\",\"organization\":\"\",\"url\":\"https:\/\/openstax.org\/books\/psychology-2e\/pages\/6-3-operant-conditioning\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"Download for free at https:\/\/openstax.org\/books\/psychology-2e\/pages\/1-introduction\"},{\"type\":\"copyrighted_video\",\"description\":\"B.F. 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