eive some positive reinforcement (Miltenberger, 2003).
Ormrod (1998) states that the behaviorist school of learning theory does not attribute motivation to internal characteristics and qualities but rather to schedules of positive and negative reinforcement. Specifically, it is noted that human learners tend to continue emitting desired behaviors if they are rewarded with some pleasant experience and to avoid responses that are associated with negative reinforcements such as poor grades or negative feedback. In other words, motivation is merely a function of proper reinforcement.
As with all other theories of learning, the behaviorist theory has some definite implications for instruction. According to Ormrod (1998), the behaviorist school relies on methods such as teaching skills through constant repetition or drill. The focus is on providing consistent repetition as necessary for effective reinforcement of response patterns. Other methods include: question (stimulus) and answer (response) frameworks in which questions are of gradua
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