Skinner, B. F.

B. F. Skinner (1904–1990) was one of the most important influences in education. His work with reinforcement [Page 934]schedules provides a foundation for effective instruction. His work on the development, elimination, and control of behavior is reflected in both instructional and administrative procedures. In addition, his analytical approach to the understanding of behavior underpins practices in all areas of education.

Skinner was born in 1904 in Susquehanna, Pennsylvania. As an undergraduate, he attended Hamilton College and majored in English. Skinner later attended Harvard, receiving his PhD in psychology in 1931. Following graduation, he spent 5 years in a postdoctoral position with Crogier Laboratory and 3 as a junior fellow (Harvard's most prestigious position for a young scholar). From 1945 to 1948, Skinner was chairman of the Psychology Department at Indiana University. In 1948, he returned to Harvard, where he remained until his retirement. He is one of only three behavioral scientists to have received the President's Medal of Science. He has been referred to as the “most-well-known psychologist since Freud.” Skinner has become more closely identified with “behaviorism” or “behavioral psychology” than any other individual.

In his studies of reinforcement schedules, Skinner provided findings that had a regularity and specificity that rivaled those of any physical scientist. Skinner demonstrated that particular schedules of reinforcement generated characteristic and replicable learningresponse curves. In essence, he found that steady rates of learning (a desirable condition) could be established and maintained via intermittent schedules in which the delivery of reinforcement varied according to an average rate and therefore was unpredictable to the subject. Fixed schedules, defined by reinforcement delivery according to a specific time interval or number of responses, resulted in rates of learning exemplified by pauses in the learning curve.

Skinner also studied the effect of reinforcement on “shaping” up or developing new behaviors in his subjects. His concept of continuously reinforcing successive approximations of a target behavior was employed in a variety of studies involving developing novel behaviors in animals.

Skinner's assumption that all behavior is purposeful and subject to the laws of behaviorism implies the possibility of behavioral control. Skinner preferred the term control, as the development and management of behavior involved control of either (or both) antecedent and consequent events. He consistently argued that the study of behavior was based on the consideration of how it (the behavior) was related to antecedents and consequences. For educational leaders, Skinner's work is relevant in that both conditions are often amenable to manipulation. Therefore, the control of others'behavior (e.g., students, teachers, parents) becomes more easily achieved and predictable.

In the study of behavior, Skinner held that a functional analysis was the most appropriate approach. By this, he meant an analysis of observable and measurable behavior based upon the antecedent-behavior-consequence relationship. His work and writing in this area became the foundation of applied behavior analysis.

Skinner's perspective and focus on observable behavior under conscious control, learning, behavior change, and the development of new behaviors is of particular interest to educators. His theory is particularly relevant to special education, child development, and classroom management.

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