Individual differences result from the organism's genetic endowment and a particular history of reinforcement. Skinner felt new technologies could accommodate different entry level skills and also might present self-paced instruction. He defined readiness for learning as the behavioral repertoire students bring to the learning situation. Deficiencies in particular entry skills might be corrected through the use of carefully designed programs. Motivation includes behaviors that illustrate interest, enthusiasm, appreciation, or dedication.
Motivation is also a result of a particular history of reinforcement.
Dedicated behavior is not the result of natural contingencies, but instead, the result of exposure to a gradually increasing variable-ratio schedule of reinforcements. The dream that Skinner entertained was to convince others to accept the thesis that educational improvement is within our grasp and that we can realize it if we are willing to use the technology of behavioral engineering. He recommended the practice of reinforcing the component behaviors, such as attending to stimuli and executing appropriate study behaviors. There have been criticisms of Skinner's behaviorist theories as applied to education. One is that the technology for the experimental analysis of complex human behaviors is incomplete.