One of the theories pertaining to operant conditioning that continues to have great influence on behavior modification today is the Premack principle. This principle is based on linking stimuli so that they are positively reinforced, and we will learn about it in greater depth throughout the article.
It is also known as the differential probability principle, and is usually used to reinforce desirable behaviors while reducing disruptive behaviors, being a widely used resource in classrooms and when working on different parenting styles.
What is Premack’s principle?
According to Klatt & Morris (2001), the Premack principle consists of a theory that postulates that less probable behaviors, that is, those that occur infrequently, can be reinforced through a stimulus that occurs more frequently and which, furthermore, is pleasing to the child (or the person in question).
This theory was proposed by , a renowned American psychologist, after his research in collaboration with his wife, fellow researcher Ann James Premack. Together they carried out experiments with monkeys between 1954 and 1959.
Through their observations they came to the conclusion that any behavioral response can reinforce a second, as long as the first occurs more frequently than the second. This phenomenon would not occur in the opposite way.
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How does the Premack principle work?
The Premack principle, according to Domjan in his book (2004), indicates that in the presence of two options, children will always have a natural inclination to choose the one they like best. But it is precisely this that can help promote other behavior that is of less interest to him.
“Given two responses in an operant conditioning procedure, the more likely response will reinforce the less likely behavior; “The least likely response will not reinforce the most likely behavior,” David Premack.
Then, the choice that children make is taken as a reinforcer of the behavior that you want to encourage. All of this was achieved by Premack through observation in experimental situations with children who were presented with two options to choose from.
How to apply the Premack principle?
The application of this principle requires knowledge of what type of activities the child enjoys to later be used as reinforcers of other behaviors.
In this sense, two options are presented for the child to choose from, one of them being something that we know is to their liking and the one that we want to enhance. For example, if the child really likes playing soccer but does not like reading and we want to change the latter, those are the activities to which we will apply the Premack principle.
Then, the child is presented with the possibility of increasing the time set for him to play soccer, as long as the time he dedicates to reading increases. In this way, his interest and liking for the first activity will serve as an incentive to increase reading time.
Aspects to take into consideration
The application of the Premack principle must be done based on the particular tastes and interests of each child, so its application is usually individual. However, this is not a determining factor, since it has been successfully demonstrated that it can be applied together in classroom situations.
It is necessary to know which are the high-frequency activities that children enjoy so that based on these, they can work on the behaviors that they want to enhance.
This principle can be successfully applied to children from 7 years of age onwards, and we must keep in mind that at home the behavior of the parents also plays a fundamental role.
For example, if we want to reduce the time children use electronic equipment, but as parents we are glued to the phone, positive results will not be achieved. Remember that children learn more from what they see than from what they are told; Let’s educate by example!
Does Premack’s principle work in classes?
The answer is yes. This principle has demonstrated great effectiveness in classrooms to improve behaviors based on pleasant activities for children. Although it may be a little more complex than individually, it is not impossible.
It is enough to determine some activity or reinforcement that is pleasant for children in general, such as: having more free time, achieving an increase in their grades, a school trip, etc., and using it as a reinforcer to improve behavior or school performance.
And you, did you know the Premack principle? Have you applied it with your children, or with your students? Do you think that, even for yourself, has it ever been effective? We encourage you to put it into practice and test its effectiveness!
Knowing the laws of learning can be useful for us to understand how human behavior and the mind work, and also to work in clinical and educational contexts and thus achieve positive changes in people, whether in children, adolescents or adults (always adapting our technique to apply).
References:
- Domjan, M. (2004). Principles of learning and behavior. Madrid: Thomson. pp. 237-240.
- Klatt, K., & Morris, E. (2001). The premack principle, response deprivation, and establishing operations, 24(2), 173-180.