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Related Concept Videos

Reinforcement01:23

Reinforcement

Positive and negative reinforcement are key concepts in operant conditioning, a learning process where the consequences of a behavior affect the likelihood of that behavior being repeated.
Positive reinforcement occurs when a behavior is followed by the presentation of a rewarding stimulus, increasing the frequency of that behavior. For example:
Reinforcement Schedules01:24

Reinforcement Schedules

Positive reinforcement is a powerful method for teaching new behaviors to both animals and humans. B.F. Skinner demonstrated this with his experiments using rats in a Skinner box. When a rat pressed a lever, it received a food pellet. This immediate reward encouraged the rat to repeat the behavior. This method, where a reward follows every instance of the behavior, is known as continuous reinforcement. It is highly effective for establishing new behaviors quickly.
Once a behavior is learned,...
Primary and Secondary Reinforcers01:23

Primary and Secondary Reinforcers

In psychology, reinforcement is a key concept in behavior modification. B.F. Skinner demonstrated this with his experiments involving rats in what is known as a Skinner box. The rats learned to press a lever to receive food, a primary reinforcer that fulfilled their innate need for nourishment.
Effective reinforcers for humans vary depending on the individual and the context. Primary reinforcers, such as food, water, sleep, shelter, and pleasure, have inherent value and satisfy basic biological...
Operant Conditioning01:21

Operant Conditioning

Operant conditioning, a key concept in behavioral psychology, involves using reinforcement and punishment to alter the likelihood of a behavior being repeated. B.F. introduced this type of conditioning. Skinner focused on voluntary behaviors and the consequences that follow them, influencing whether these behaviors will be strengthened or diminished.
Reinforcement in operant conditioning can be positive or negative, both of which serve to increase the likelihood of a behavior. Positive...
Generalization, Discrimination, and Extinction01:24

Generalization, Discrimination, and Extinction

Generalization, discrimination, and extinction are key concepts in operant conditioning that influence how behaviors are learned and maintained.
Generalization occurs when a behavior reinforced in one context is performed in similar situations. For instance, a student who studies diligently for calculus and receives excellent grades might apply the same study habits to psychology and history, expecting similar results. Generalization shows how learning in one setting can influence behavior in...
Operant Conditioning Intervention01:24

Operant Conditioning Intervention

Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...

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Related Experiment Video

Updated: May 8, 2026

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE
06:57

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE

Published on: May 14, 2019

A note on verbal reinforcement combinations.

I M Bilodeau1

  • 1a Department of Psychology , Tulane University.

Journal of Motor Behavior
|August 15, 2013
PubMed
Summary
This summary is machine-generated.

The hypothesis that "right" is weaker than "wrong" as a reinforcer is dismissed. Data show that "nothings" (lack of feedback) significantly impact learning trials more than "rights" or "wrongs."

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Area of Science:

  • Behavioral Psychology
  • Learning Theory

Background:

  • Investigating the relative efficacy of positive reinforcement ("right") versus negative reinforcement ("wrong") in learning tasks.
  • Examining the role of feedback, including its absence, in shaping behavior.

Purpose of the Study:

  • To logically evaluate and empirically test the hypothesis that "right" is a weaker positive reinforcer than "wrong" is a negative reinforcer.
  • To determine the primary drivers of differences in learning trials to criterion.

Main Methods:

  • Logical analysis of the hypothesis within the context of specific experimental tasks.
  • Analysis of both actual and hypothetical data from learning trials.
  • Comparison of reinforcement conditions: rn (right/nothing) vs. nw (nothing/wrong).

Main Results:

  • The hypothesis is logically dismissible for the task type studied.
  • Empirical data indicate that the presence of "nothings" (lack of feedback) is the key factor influencing trials to criterion.
  • The magnitude of "rights" and "wrongs" themselves does not account for the observed differences in learning speed.

Conclusions:

  • The differential effectiveness of reinforcement conditions is primarily attributable to the omission of feedback, not the valence of the feedback itself.
  • Future research on reinforcement should carefully consider the impact of non-feedback conditions.