A clear presentation of basic principles illustrated with real (not invented) classroom examples that teachers can apply in any classroom situation - kindergarten through graduate school. Draws upon the author's experience teaching third and fourth grade as well as working with prospective and practicing teachers for over 35 years.
This article gives a chronological accounting of the many apparatuses and experiments that B. F. Skinner conducted from 1929-1931. The critical aspects of his apparatuses and recording methods, along with equipment breakdown, provided contingencies that permitted his discovery. They showed him that most of what we do is not a response to a stimulus as in Pavlovian conditioning, but that actions are controlled by their immediate consequences. It was this discovery that launched a new science initially called “the experimental analysis of behavior”, but now referred to as “behavior analysis” or “behaviorology”.