We will consider Skinner's theory of operant conditioning as another type of example of conceptual criticism (Skinner, 1963). His theory states that the best way to understand a behavior is to look at the association made between the behavior and the consequences of that behavior. Although Skinner's primary interest was human behavior, most of his research was conducted on animals using a laboratory apparatus known as a Skinner box. So, in his experiment, Skinner placed rats in the Skinner box and observed their behaviors. Initially, these rats moved randomly exploring and usually pressed the bar accidentally. At this point, a ball of food would fall into the tray. He observed that if a hungry rat receives a food pellet when it presses a lever, perhaps 2 minutes have passed since the last pellet, so its response rate increases as time passes. In other words, after the first incident in which the food pellet falls into the tray, the rate at which the rats press the bar increases significantly and remains high until the rats' hunger is satisfied. Therefore, this study showed a clear association between behavior and the consequences of that behavior. In this case, the consequence of a behavior encouraged the repetition of that behavior, also known as positive reinforcement. On the other hand, Anderson, Bothell, Byrne, Douglass, and Lebiere (2004), commented that Skinner showed no interest in why the organism behaved this way and instead was content to know what kind of behavior could be expected from various organisms, including humans, when given a fixed interval schedule. This comment is a misleading distortion as it overlooks Skinner's efforts to explain the gradual increase in research...... halfway through the article...... compared to a richer vision of the scientific method: the role of conceptual analysis. American Psychologist, 62(7), 671. Maltby, J., Day, L., & Macaskill, A. (2010). Personality, individual differences and intelligence. Pearson Education. Piaget, J. (1964). Part I: Cognitive Development in Children: Piaget's Development and Learning. Journal of Research in Science Teaching, 2(3), 176-186. Roy, B. (1993). Decision science or decision aid science? European Journal of Operations Research, 66(2), 184-203.Siegel, L. (1982). The development of quantitative concepts: perceptual and linguistic factors. Children's logical and mathematical cognition, 123-155. Skinner, B. F. (1963). Operant behavior. American Psychologist, 18(8), 503.Spelke, E. (1991). Physical knowledge in childhood: reflections on Piaget's theory. epigenesis of the mind: Essays on biology and cognition.