Running head: INSTRUMENTAL CONDITIONING PAPER 1

Instrumental Conditioning Paper

Keiosha Cooper
Psych/550
August 25, 2014
Kimberly Wisniewski
INSTRUMENTAL CONDITIONING PAPER 2


Abstract

Instrumental conditioning is a method that permits an adjustment in behavior and the change of
behavior is capable of be either being negative or positive, depending on their surroundings, and
the individual. This paper will appraise the function of instrumental conditioning as it relates to
teaching an individual how to drive a car. I will present a brief depiction of how the drive a car,
included will included comparison and contrast of the concept of positive and negative
reinforcements as it relates to driving a car. The role of reward and punishment in driving a car,
as well as a clarification of which form of conditioning would be mainly successful in learning
how drive a car.

INSTRUMENTAL CONDITIONING PAPER 3


Instrumental Conditioning Paper

Instrumental conditioning sometime stated as operant conditioning was developed by scientist
B.F. Skinner. Instrumental conditioning one of the methods of learning were an individual adapts
to the velocity and the manifestation of the individuals own behavior because of the relationship
of the contact of a stimulus (Terry, 2009). Instrumental conditioning is different from the
learning method of classical conditioning. Classical conditioning produces changes in a behavior
by associating a transformation in behavior with a neutral stimulus being frequently matching
with a stimulus that triggers a reflexive reaction until the previously neutral stimulus alone can
induce a similar reaction (Bernstein, Clarke-Stewart, Penner, Roy, & Wickens, 2000). Where as
in instrumental conditioning, behavior is deliberately modifies based on the surrounding and
preserved by the significance of the behavior of the individual. There are four contexts of
instrumental conditioning: positive and negative reinforcement.
Selected learning situation
The legal age that an individual can receive a drivers license is depends on what country the
individual lives. Most individuals in the United States receive their license at the age of sixteen,
which for me was my junior year in high school. An individual can learn how to drive under
three situations: The first situation is a parent or a relative can teach the individual how the drive,
the second scenario is for an individual to take a driver education course, and the third situation
an individuals parent can hire a private drive to teach their child how to drive. In most of the
apposed scenarios, an individual can have a positive or negative learning knowledge that can
manipulate what type of driver the individual will turn out to be depending on the type of
reinforcement and punishment that is used on the individual.
INSTRUMENTAL CONDITIONING PAPER 4


Positive and negative reinforcement in learning how to drive
Positive reinforcement is when an alluring stimulus is added to amplify an individuals
behavior. When learning a new task like drive a car for the first time, reinforced criticism is very
important to an individual because it manipulate the process of learning. If the individual that is
taking the lesson receives positive reinforcement, like stated that they are going very well or
someone stated good job, the individual is more likely to keep on doing the assignment well.
When an individual first gets behind the wheel of a car they are often nervous because the idea of
driving is foreign to them. If the person receives positive feedback some often relax (Krigolson,
Pierce, & Holroyd, 2009). According to Bernstein, Clarke-Stewart, Penner, Roy, and Wickens
(2000) learning is supplementary encouraging to an individual if it involves positive
reinforcement. For example an individual is learning how to drive and the person teaching them
gives them praise when they have just finished a task correctly.
Negative reinforcement occurs when an item is taking away from an individual to
increase behavior. When an individual is learning how to drive they may become weighed down
by the quantity of responsibilities that is required to be accomplished. At some point while
learning to drive on may develop a fear of doing a situation. Some instructors may use negative
reinforcement in order to get the individual that is learning how to drives to focus on one
assignment at a time (Bernstein, Clarke-Stewart, Penner, Roy, & Wickens, 2000). For example
when I was learning how to drive my biggest fear was parallel parking because I was afraid that I
would damage another person car. Since I had tried several times to parallel park with no
success, my instructor turn the main focus of my driving lesson into learning how to turn tight
corner. This helped me calm down and I was able to focus on learning how to turn the corner and
it took my mind off of the undesired task of parallel parking.
INSTRUMENTAL CONDITIONING PAPER 5


Reward and punishment in learning to drive
A reward can be a positive or negative reinforcement since it uses stimuli to amplify a
precise behavior. Positive punishment is the addition of an unpopular stimulus to reduce a certain
behavior. A negative punishment is when a fond of stimuli is taking away to diminish a precise
behavior (Nadler, Delgado, & Delamater, 2011). While an individual is learning how to drive,
there are efficient ways of using reward and punishment. An individuals feelings have a great
Because of the new knowledge that they are gaining. An individuals feelings can either
motivate or discourage their ability to learn how to drive based on the type of reward or
punishment the individual receives (Nadler, Delgado, & Delamater, 2011). Positive feedback just
like positive reinforcement can increase the confidence of the individual in gaining knowledge to
a new task. Punishment can be also beneficial to an individual learning how to drive a car just
like rewards can. For example, even though I took drivers education my mother would still take
me out to make sure my driving was improving. When I would make an error while driving my
mother would either shout out commands or grab the wheel, this only made me very nervous and
I never wanted to drive with her again. An example of a positive punishment is when I was
driving with my instructor and I made a turned big onto a narrow road and another car honked
their horn at me. From then on when my instructor would have me drive down that same street I
was extra careful not to make such wide turns because I didnt want to go into the other lane.
Rewards vs. Punishment
In instrumental conditioning reinforcements can be helpful to learning a new skill
because it is easier to promote good behavior. While punishment can generate a prevention of
learning a certain behavior, reinforcement can help construct learning with self-confidence and
the enthusiastic to learn (Krigolson, Pierce, & Holroyd, 2009). When using reinforcement to
INSTRUMENTAL CONDITIONING PAPER 6


teach an individual who to drive an individual must remember that when using reinforcement
extinction can happen at any time so it is important to change the style of the reinforcement from
time to time. Also when trying to learn how to drive by using punishment one must also be
cautious that you do not create driver that is nervous that cannot function on the road (Krigolson,
Pierce, & Holroyd, 2009).
Conclusion
Instrumental conditioning modifies intentional behavior in order to learn a new task.
Instrumental conditioning relies on the principles of rewards and punishments in order to
maintain a certain behavior. In instrumental conditioning there are four contexts: they are
positive and negative reinforcement and positive and negative punishment (Terry, 2009). These
four contexts are helpful when individuals are learning new experiences. When an individual is
learning a behavior like driving, reinforcements increases the opportunity for an individual to
make mistakes. Punishment may produce an environment of fear and anxiety to a person that is
learning how to drive. Although both reinforcements and punishments are functional in learning
a new task like driving, it is apparent that a positive environment can be helping an individual
learning a new task healthier through reinforcements.

INSTRUMENTAL CONDITIONING PAPER 7


References
Bernstein, D. A., Clarke-Stewart, A., Penner, L. A., Roy, E. J., & Wickens, C. D. (2000).
Psychology (5th ed.). Boston, MA: Houghton Mifflin Company.
Krigolson, O. E., Pierce, L. J., & Holroyd, C. B. (2009). Learning to become an expert:
Reinforcement learning and the acquisition of perceptual expertise. Journal of Cognitive
Neuroscience, 21(9), 1834-1841.
Nadler, N., Delgado, M. R., & Delamater, A. R. (2011). Pavlovian to instrumental transfer of
control in a human learning task. Emotion, 11(5), 1112-1123.
Terry, W. S. (2009). Learning and Memory: Basic principles and procedures (4th ed.). Boston,
MA: Pearson.