Operant Learning
To help you better understand how external contingencies affect intrinsic motivation, let’s first review some foundational principles of learning. Behavioral theory (and specifically, instrumental or operant learning) attempts to explain the frequency of any specific, observable behavior as a function of the events, actions, or circumstances that occur before the behavior (known as antecedents), and the actions or responses that follow the behavior (known as consequences).
There are two subtypes of operant learning, known as reinforcement (any desirable consequence that strengthens a particular response) and punishment (any undesirable consequence that weakens a particular response) (Lieberman, 2000, p. 41).
The two subtypes of operant learning, reinforcement and punishment, can be further divided based on whether one is adding or removing something to the situation. Altogether, these aspects form the four quadrants of operant learning. Take a moment to review each condition in the table below.
The Four Quadrants of Operant Learning
Operant Learning in Practice
The following examples demonstrate how contingencies can be considered positive or negative, reinforcement or punishment, and likely to increase or decrease the frequency of a specific behavior.
Example 1: A teacher gives a student a reward ticket when the student speaks in a conversational volume during a partner activity in class.
Explanation: This is an example of positive reinforcement because the teacher is adding something the student wants (the reward ticket), which will likely increase the frequency of the behavior (use of conversational volume in class).
Example 2: A teacher assigns a student a menial task after the student uses a mobile phone during class despite the teacher's repeated warnings.
Explanation: This is an example of positive punishment because the teacher is adding something the student does not want (additional work), which may decrease the frequency of the behavior (use of phone in class).
Example 3: A teacher cancels a planned weekend homework assignment after their students worked very hard in class throughout the week.
Explanation: This is an example of negative reinforcement because the teacher is removing something the students do not want (extra homework), which will likely increase the frequency of the behavior (effort in class).
Example 4: A teacher takes away a student’s recess for disrupting class by repeatedly talking out of turn.
Explanation: This is an example of negative punishment because the teacher is removing something the student wants (recess), which may decrease the frequency of the behavior (disrupting class).