One of the key concepts of behaviorism is reinforcement. Reinforcement refers to any consequence that strengthens the likelihood of a behavior being repeated. B.F. Skinner emphasized that behavior is not just a result of free will, but is shaped by interactions with the environment and the consequences that follow actions.

There are two main types:

Positive reinforcement: adding a desirable stimulus to increase behavior (e.g., giving praise when a student answers correctly).

Negative reinforcement: removing an unpleasant stimulus to increase behavior (e.g., turning off loud background noise when students complete a task).

Example in practice: In a classroom, a teacher may use positive reinforcement by giving participation points or verbal praise when students actively contribute to discussions. Over time, students learn to associate participation with positive outcomes, making them more likely to engage in future lessons.

Reflection: While reinforcement is powerful in shaping learning, it has limits. Overreliance on external rewards can reduce intrinsic motivation. For this reason, teachers should balance reinforcement with activities that build curiosity, independence, and critical thinking.

References:

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.

Skinner, B. F. (1953). Science and Human Behavior. New York: Macmillan.