Social Exchange and Operant Conditioning with Applications to the Mentally Retarded

Abstract

This article reviews various theories and methods of reinforcement and operant conditioning beginning with Skinner. Applications of the extensive work of Hamblin and Ellis at the Social Exchange Laboratory at Washington University and of Hewett's Santa Monica Project have been suggested for the mentally retarded child in an educational context. The inference is that, while initially tangible rewards and positive reinforcement may be necessary to obtain attention and stimulate learning and performance, the ability to function in a worthwhile manner will eventually become self satisfying. However, the determination of what to reinforce and when, together with a consideration of the effects of the loss of the old behavior, should always be carefully considered.