ABSTRACT
The chapters thus far have primarily reviewed theories in the developmental tradition. That is, they have maintained that key development is governed by inner forces, either biological maturation or the child’s independent efforts to make sense of the world. This and the following chapter discuss theories in the opposing, Lockean, tradition-learning theories that examine ways in which behavior is influenced from the outside, by the external environment.
The present chapter begins with a discussion of Pavlov’s (1849–1946) classical conditioning paradigm and how John B. Watson (1878-1958) applied it to child behavior.
The chapter then describes the alternative model of B.F. Skinner (1904–1990). Skinner argued that the classical paradigm, in which organisms initially react in reflexive ways to known stimuli, is too limited. In ordinary life, Skinner maintained, organisms freely emit responses in situations where the researcher cannot always identify the original stimulus. He called such responses “operant” and showed how they are controlled by the consequences (e.g., rewards) that follow them.
This chapter compares Skinner’s understanding of human behavior to that of Piaget. In addition, I emphasize Skinner’s demonstration that many skills can be effectively taught in small steps (the method of shaping). I suggest how students can use this method when they feel that they have so much work to do that they cannot get started.
