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Law of Effect
Economists and psychologists commonly assume that behavior is shaped by its consequences.
For psychologists, this is known as the law of effect, by which they understand that we and other
animals try different behaviors, assess their effects, and do more of those with better effects and less
with those with worse. This states that people engage in behavior that have pleasant outcomes and
avoid behavior that have unpleasant outcomes (Thorndike, 1913). On this view, the behaviorally
important consequence of a behavior is the information it provides about behavioral outcomes. The
effect of the information is to alter policy (Gallistel, 1998).
In 1911, the American Psychologist Edward Lee Thorndike (1874-1949) published the Law of
Effect, a principle of learning that states, responses that produce a satisfying effect in a particular
situation become more likely to occur again in that situation, and responses that produce a
discomforting effect become less likely to occur again in that situation. In his animal learning
studies, Thorndike placed hungry cats inside puzzle boxes. Once inside the box, a cat was able to
gain access to food only if it was able to use the latch to get out of the box. Through trial and error,
the cat was able to learn the contingency between its behavior and the reward. Thorndike also
noticed that with more training, the cats managed to gain access to food in increasingly less time.
The figure below exhibits the puzzle box, in which a graph "demonstrates the general decreasing
trend of the cat's response times with each successive trial"
(http://en.wikipedia.org/wiki/File:Puzzle_box.jpg).
For example, if the cat would press a bar or pull on a string, a door would open allowing the cat
to escape. Once the cat was outside of the box, it would find some food in close proximity, thereby
reinforcing the response (Thorndike, 1911). Thorndike continually repeated this activity over and
over again to formulate his theory. He also discovered that the speed at which the cats escaped from
the box increased with each successful attempt, proving that, not only did the learned behavior
become reinforced, but the desire for reward motivated the performance. Thorndike formulated the
Law of Effect from the test studies which can be summarized as "responses that produce
satisfaction will be more likely to recur and thus be strengthened." (Buskist & Davis, 2008).
"Success brings with it satisfaction, and along with it, a strengthening of the relation of the
experiences. Failure increases dissatisfaction, and the absence of the relation among the
experiences weakens them. Thus, we may compare success to a reward or failure to a punishment
and the desire to repeat success or avoid failure as the inevitable antecedents" (Sharma & Sharma,
2003).
Types of Reinforcement
According to Huitt & Hummel (1997), four methods are employed in operant conditioning: positive
reinforcement, negative reinforcement, positive punishment, and negative punishment. The table
below is derived from the table created by Huitt & Hummel (1997).
Operant
Conditioning
Positive Reinforcement: Give (+) what individuals like when they have performed the
desired behavior (Griggs, 2009).
Negative Reinforcement: Remove (-) what individuals do not like when they have
performed the desired behavior (Griggs, 2009).
In the case of negative reinforcement, it is important to remember that negative does not mean
"bad", just the removal of an unpleasant stimulus. Positive and negative have similar connotations in
the application of punishment.
Operant Conditioning and Mental Illness
B.F. Skinner's Operant Conditioning is used in the daily life of many individuals who have autism
and other illnesses. Behavioral therapies include many specific approaches to assist individuals in
changing behaviors. An important part of operant conditioning and positive reinforcement is doing
the same tasks in a repetitive manner to get the same favorable response. In many cases, autistic
individuals enjoy being on a set schedule, one in which they can expect. While some cannot verbally
express their excitement, the routine is important and results in positive behavior in many cases.
Some schedules may include eating meals, visiting a location, using the restroom or seeing the
same people at the same time daily. Positive Reinforcement is used to assist autistic individuals in
learning new behaviors as well.
Positive Reinforcement
Positive reinforcement is, Any pleasant or desirable consequence that follows a response and
increases the probability that the response will be repeated" (Wood, Wood, & Boyd, 2005.).
Positive reinforcement uses the reward system. The reward system is a collection of brain
structures which attempt to regulate and control behavior by inducing pleasurable effects. The
rewards in the workplace include, but are not limited to: monetary bonuses, promotions, praise, paid
holiday leave, and attention. In educational settings the rewards can include: food, verbal praise, or
a preferred item (such as a toy or a break on a swing). Giving rewards may not result in the desired
effect or behavior. The reward must stimulate the person to produce the desired behavior. This
means that the reinforcer should be highly motivating to the individual. For example, in the
workplace a paycheck or a bonus is a highly motivating factor for many people.
Negative reinforcement uses the reward system. A person is rewarded for desired behavior by
having something unpleasant removed. This removal is the reward. For example, in the workplace a
person may find it undesirable to be monitored closely. If a person is doing their job to the held
standard, they may not be monitored as closely anymore. This removal of the monitoring is the
reward for consistently doing their job well. Another example of negative reinforcement could be a
new employee at a fast food chain having to clean the public bathrooms as part of their job as a new
hire. By performing this well and other tasks, eventually this unpleasant task could be removed as a
way to keep this person interested and motivated to do well as they advance in job title and pay
raise.
B.F. Skinner used the rat to demonstrate positive reinforcement, but he also utilized the same test
to prove negative reinforcement. Skinner placed an electric current inside the box. The electric
current was an unpleasant stimulus for the rat. The rat inadvertently hit the lever and learned that
this turned the electric current off. Through several trials, the rat learned that if it went straight to the
lever, it would turn off the current (McLeod, 2007).
Positive Punishment: Give (+) individuals what they do not like when they have performed
the undesired behavior (Griggs, 2009). Positive punishment is what we think of when we think of a
"punishment"
Negative Punishment: Remove (-) what individuals like when they have performed the
undesired behavior (Griggs, 2009).
Positive Punishment
The type of punishment most people are familiar with is positive punishment. Positive punishment
is easier for people to identify because it is common in society. It is usually called punishment or
punishment by application (D. Hockenbury & S. Hockenbury, 2010). Positive punishment occurs
when a stimulus is presented following an undesired behavior and subsequent occurrences of the
undesired behavior are reduced or eliminated (Cheney & Pierce, 2004). Using the example of a
chatty co-worker, the employee could be orally reprimanded for spending too much time conversing
with co-workers. It is important to realize that even though consequences such as suspension,
demotions, etc. induce dislike, they do not qualify as punishments unless they lessen or eliminate
the undesired behavior.
Positive punishment is effective in eliminating undesired behaviors but it does have limitations.
Positive punishment has been found to be more effective when the stimulus is added immediately
following the undesired behavior as opposed to applying delayed stimulus. Another factor is
consistent application of a stimulus following an undesired behavior, this is more effective than
occasional application of a stimulus (Cheney & Pierce, 2004). The greatest drawback is that positive
punishment fails to teach desirable behaviors. Furthermore, positive punishment can produce
undesirable emotional reactions such as passivity, fear, anxiety, or hostility (Skinner, 1974; as cited
in Cheney & Pierce, 2004).
Punishment is seen as more acceptable than positive reinforcement because "people believe
they are free to choose to behave in responsible ways to avoid punishment." (Maag, 2001). Our
societal values of independence, and a tendency to view the world in terms of being punished for
bad or immoral behavior tend to predispose us to treat inappropriate behaviors with punishment,
rather than focusing on the value of positive reinforcement for doing the right thing.
Extinction
Extinction, on the other hand, involves withholding the pleasing stimulus that is maintaining the
unwanted behavior each time the behavior occurs. This happens until the behavior gradually
decreases to zero or the desired level (M. Sundel & S. Sundel, 2005). Using the above example of
the disruptive employee, his supervisor instructs his co-workers to ignore his non work-related
comments and not respond to them. The response from his co-workers is the pleasing stimulus
maintaining his behavior. Without it, the employee no longer chats about non work-related business
Act swiftly: The closer the disciplinary action is to the actual offense, the more likely it is
that the employee will associate the punishment with the offense or unwanted behavior and not the
dispenser of the punishment (Robbins, Odendaal, & Roodt, 2009).
Suggest alternative behaviors: It is important to clearly explain the reasons for the
punishment and offer the employee alternative good behaviors. Disciplining an employee for an
undesirable behavior only makes clear to him or her, what not to do. Suggesting alternatives will
educate the employee on what is the preferred behavior and make it more likely that the behavior
will be changed to one that is more desirable (Robbins et al., 2009).
Utilize the five to one rule: According to Baumeister, Bratslavsky, Finkenauer and Vohs
(2001), because bad interactions are more powerful emotionally than good interactions, it is
important to balance the good and bad by more frequently using positive reinforcement rather than
punishment. A good ratio is five enjoyable interactions to one disagreeable interaction (Baumeister
et al., 2001).
Punish in private and praise in public: Private punishment is more likely to be seen as
constructive, and public punishment is more likely to cause embarrassment and negative effects if
done in front of one's peers (Hellriegel & Slocum Jr., 2007).
Punish and Reward. Desirable behaviors should be rewarded and undesirable behaviors
should be punished (Redmond, 2010).
Punishment stirs emotion: The punisher may actually derive a great deal of excitement
and satisfaction, thereby fueling further aggressive behaviors. In many instances, punishers can
become completely blind without realizing the severity of their error in losing self-control, thereby
turning the punishment into abuse. Conversely, high levels of fear, hate, desire to escape and selfcontempt can arise in the punished, all causing humiliation, discomfort and pain. Many times
because of this, the punished fails to learn any lesson at all from the punishment because of their
need to escape and the pain involved with the specific punishing behavior.
Judging the level of severity is a difficult task: Perceptions of a person being punished
can be vastly different than the person actually doing the punishing. For example, being
reprimanded by your boss can be a very humiliating experience beyond what they could possibly
know. Issues such as psychological distress and the breaking down of confidence levels can create
ill feelings, misunderstandings and, even worse, a desire for revenge.
Punishment can be an education in power: Specifically with children, but also in work
settings, punishments can cause less powerful people to want to strive to become "powerful" by
observing the example they are shown in receiving punishments. For example, abused children
oftentimes grow up and play out their parents same abusive behavior (Hemenway, Solnick, & Carter,
1994; Widom, 1989). In a work environment, an angered employee may attempt a mutiny on their
boss to drive them out of their position.
Punishment can produce a need for concealment: Particularly in an office setting where
the boss utilizes punishment frequently, employees tends to withdraw, keep silent and avoid effective
communication between each other due to the need of avoiding the conflict of punishment. This
causes the boss to lose sight of the dynamics of his employees and office and alienates employee
from feeling safe to work and express themselves to the best of their ability.
Funder (2007) notes that rewards can have the opposite effect. A good worker will always seek
to impress the boss by presenting at every opportunity their positive actions, for which the boss
reciprocates. Through this communication he finds himself more in tune with the inner workings of
his office. This behavior is to be noted in children as well. A child who expects reward will
consistently attempt to impress their parents with their good behaviors, whereas a child who is
constantly under attack and living in fear of punishment will attempt to sever communication as
much as possible with the punisher. In the words of Funder, "punishment works great if you apply
correctly -- but to apply it correctly, it helps to be a genius and a saint (Funder, 2007, p.494)."
Schedules of Reinforcement
A schedule of reinforcement determines when and how often reinforcement of a behavior is
given. Schedules of reinforcement play an important role in the learning process of operant
conditioning since the speed and strength of the response can be significantly impacted by when
and how often a behavior is reinforced (Van Wagner, 2010b). Two types of reinforcement schedules
are: continuous reinforcement and intermittent reinforcement.
Continuous reinforcement is when a desired behavior is reinforced each and every time it is
displayed. This type of reinforcement schedule should be used during the initial stages of learning
in order to create a strong association between the behavior and the response (Van Wagner,
2010b). Continuous reinforcement will not generate enduring changes in behavior, once the rewards
are withdrawn, the desired behavior will become extinct. A good example of continuous behavior is
the process of using a vending machine. For example, a soda machine will give a soda every time
you feed it money. Every so often you may not receive the soda and you are likely to try only a few
more times. The likelihood that you will continuously keep adding money when not receiving any
reward is extremely low so this behavior is often stopped very quickly (Durell, 2000).
Only directly before the interval time has elapsed is the desired behavior displayed so as to look
good when the performance review comes around (Heffner, 2001). After the review, a dramatic dropoff of behavior immediately after reinforcement occurs (Huitt & Hummel, 1997). The fixed interval
schedule is a form of continuous schedule and works well for punishment or learning a new behavior
(Heffner, 2001).
Variable Interval Schedules: This is a reinforcement of appropriate behavior that is delivered
after an average interval of time has elapsed (Smith, 2010). Once the behavior has been reinforced,
a new interval of time, either shorter or longer, is specified with the sum total of interval times
equaling the average (Huitt & Hummel, 1997). This is best expressed in the example of a corporate
random drug testing policy. The power of variable reinforcement lies in the fact that individuals do not
know exactly when it is coming. The policy may dictate that a random drug screening will be
conducted every 3 months or so, however because it is random the screening may happen sooner
at 2 months or later at 4 months with the average interval time equaling around 3 months. Because
of the variable nature of this schedule the scalloping effect between intervals is reduced (Huitt &
Hummel, 1997).
As shown in the figure above the variable interval schedule tends to consistently produce more
appropriate behaviors (Heffner, 2001). This schedule of reinforcement is best used when fading out
a fixed interval schedule or reinforcing already established behaviors (Smith, 2010).
Fixed Ratio Schedules: A reinforcement of a desired behavior occurs only after a specified
number of actions have been performed (ex. Factory employees who are paid on piecework or a
fixed piece rate for every piece produced or performance-related pay). Because the fixed ratio
schedule is methodical, it produces a high, steady rate of response. The fixed ratio schedule is also
a form of continuous schedule and works well for punishment or learning a new behavior (Heffner,
2001).
The chart below is a recording of response rates of the four reinforcement schedules (Huitt &
Hummel, 1997). The rates of responses are recorded on a device created by Skinner, called the
cumulative recorder (Van Wagner, 2010a).
Impressive research support. Reinforcement Theory has had substantial research done in
the workplace. This research has shown impressive results due to its focus on observable
behaviors. Research has been able to empirically prove that Reinforcement works (PSU WC, L3, p.
9).
Weaknesses
Disregards internal motivation. The reinforcement theory only considers behavior and
consequences without considering processes of internal motivation or individual differences
(Redmond, 2010).
Hard to apply to complicated forms of behavior. It is not equally reliable in all situations.
Using it to impact behaviors involved in complicated task work can be problematic. It is easier to
reinforce behavior that applies to a simple task because positive and negative behaviors are easier
to keep track of and modify (Redmond, 2010).
Imposes on freewill. The control and manipulation of rewards in order to change behavior
is considered unethical by some (Redmond, 2010).
Effectivity often expires. Even when an acceptable reward or punishment is met, they
often become less meaningful over time (Booth-Butterfield, 1996). The reward of praise seen above,
for instance, becomes much less desirable after the person receives a boost in self-confidence.
Now, the manager may have to move on to another reward to keep the motivation fresh.
the desired behavioral response. Ever since Skinner first published his findings in 1969,
reinforcement theory has been widely studied and implemented in the industrial setting to decrease
the frequency of undesired behavior and increase the frequency of desired behavior. These studies
of applied reinforcement theory have proven that the principles of behavior modification can help
management with issues ranging from reducing absenteeism and tardiness (Gamboa & Pedalino,
1974), to increasing production in their employees (Nelson, Raj & Rao, 2006).
There are many theories that can be used to assist management in employee motivation; the one
that applies to Reinforcement Theory is called the Behavior Modification Model.
The Behavior Modification Model for Reinforcement Theory (2006) consists of the following four
steps:
schedule and give up the old one and its many perks, the hospital used reinforcement techniques
(Gitman & McDaniel, 2009). Surgeons, who ten percent of the time arrived more than ten minutes
late, were fined a part of the price of their surgery (Gitman & McDaniel, 2009).The fines went into a
pool which rewarded those surgeons who were on time the most. As a result of this program, late
surgeries dropped from 16 percent to less than one percent over a span of two years (Gitman &
McDaniel, 2009).
In this program, the fine for late surgeries would be considered negative punishment because
something desirable (money) was removed (negative) in order to decrease the unwanted behavior
(punishment). The monetary reward for being on time the most would be considered positive
reinforcement because something desirable (money) was added (positive) in order to increase the
desirable behavior (reinforcement).
Another example of reinforcement theory in action is the story of Snowfly, a new company that
designs, implements and administers workforce incentive programs. Snowfly's approach to
employee motivation follows reinforcement theory and involves four themes: immediate recognition,
relevant incentive rewards, accountability, and positive reinforcement (Kadlub, 2009). Andy Orr,
president of Press One, signed on to use Snowfly for his call center whose clients include USA
Today and the New York Times. Andy implemented Snowfly because it aligned with his call-center
metrics and offered a way to keep "service levels right in front of our agents (Kadlub, 2009).
Program participants are informed of specific goals they need to achieve and desired behaviors they
need to demonstrate. When employees successfully meet their goals, participant accounts are
credited with points or game tokens. The 170 call center employees can make an additional $0.20 to
$2 an hour as a result of playing Snowflys games (Kadlub, 2009). The size or type of award the
player wins is left up to chance, much like playing the slots in Las Vegas. Since implementing
Snowflys incentive program, Press One has seen a 60% reduction in employee turnover (Kadlub,
2009).
Unfortunately the applied reinforcement theory of positive punishment or simply punishment (D.
Hockenbury & S. Hockenbury, 2010) has been put into effect much more often than has other forms
of reinforcement (Waird, 1972). To reduce undesirable behaviors it seems almost natural to deliver a
punishment rather than offer a reward. This idea to quickly punish to reduce undesirable behavior
could conceivably date back to ones childhood, when students were sent to detention for being
disruptive or failing to turn homework on time. However, Waird (1972) offers the notion When we
consistently use punishment to improve performance, it often becomes a reward. That reward is the
fact that you are not being punished for not behaving in the undesirable manner. However the
behavior that is being reinforced is reducing undesired behavior instead of actually trying to increase
desirable behavior (Waird, 1972). To increase desirable behavior, and ultimately performance in the
working environment, Waird (1972) suggests the implementation of positive reinforcement as it as
directly orientated to desired results.
Does Positive Reinforcement Really Work?
Wiard (1972) states the answer is: Yes, positive reinforcement is a critical management skill. In
his article Why Manage Behavior? A Case for Positive Reinforcement he outlines three
considerations for the successful implementation of any positive reinforcement campaign.
1. Desired levels of performance should be very specifically determined, and once
determined, they should be clearly stated. If you do not know how you should be performing, how
can you be expected to perform?
2. Rewards for desired performance should be appropriate to the performance, but
above all they should be rewarding. Different people elicit different feelings to different rewards.
Ensure that the reward you are providing is actually rewarding to the person that is being rewarded.