From the moment we are born to the day we die, we are constantly learning new things. Some people associate learning only with school or other educational institutes, but we learn in different places and situations our life. In the 1930s, American psychologist B.F.Skinner proposed that learning is the result of the application of consequences. It means that any behavior that has good consequences will tend to be repeated, and any behavior that has bad consequences will tend to be avoided. B. F. Skinner defined this method of learning as a “Operant conditioning”: the type of learning in which voluntary reply is strengthened if it is positively reinforced and weakened if it is punished.
The guarantee or chance of a reward within itself has the ability to cause an enhance in a person’s behavior, however operant conditioning can also be used to diminish a behavior. The elimination of an unwanted conclusion or the use of penalty can be used to prevent or maybe even reduce unfavorable behaviors. School children for example in there day to day activity’s at school, a child may be told they will leave behind any recess rights or privileges if they continue to talk out of turn in class. This possibility for punishment may lead to a decrease in disruptive behaviors. Compare and contrast positive and negative reinforcement.
Psychologists then use their understanding of learning and behavior to treat psychological disorders and addictions. Concepts of learning and behavior are used in various parenting styles. Finally, our knowledge also applied to develop more effective curriculums or training programs for children versus adults. 2) How is prejudice developed and nurtured through classical and operant conditioning? Give specific examples that demonstrate each kind of learning.
(c) What is the situation the students must be in, in order for the teacher's strategy to work? Explain. In order for the teachers goal to be met, the students need to be in the state of operant conditioning, which is a form of learning which an observable response changes in frequency or duration as a result of a consequence (Eggen & Kauchak 2010, p 167), in this case the consequence; event (stimulus) that occurs following a behaviour and that influences the probability of the behaviours recurring (Eggen & Kauchak 2010, p 167) is the teachers removal of doing the assignment on the weekend, to enhance the behaviour of handing in homework more frequently. Scenario 2: Suppose a teacher has a classroom rule requiring students to raise their hands before speaking, and further suppose that a student speaks without
Finally, a conditioned stimulus would eventually give a conditioned response as it would have been learnt. So, a CS e.g. mum would give a CR e.g. baby pleasure. Operant conditioning is learning through rewards and punishment.
Maxwell challenges and proposes to the reader to consider the small, yet critical elements and situations that have the potential to turn a situation around into nothing short of-a-phenomena towards good. In education, the concept of the “Tipping Point” serves as a platform for action and change. Educational leaders are in a position to “tip” student success with delicate consideration of the intricacies that is the educational system and its stakeholders. With the right push, educational leaders can cause an avalanche effect in which students are infected with the awareness of the importance of learning. The difference between hot water and boiling water, “capable of generating enough force to power a machine” is one degree (Parker and Anderson, p. 11).
Instrumental Conditioning Paper Instrumental conditioning sometimes stated as operant conditioning was developed by scientist B.F. Skinner. Instrumental conditioning one of the methods of learning were an individual adapts to the velocity and the manifestation of individual's behavior because of the relationship of the contact of a stimulus (Terry, 2009). Instrumental conditioning is different from the learning method of classical conditioning. Classical conditioning produces changes in behavior by associating a transformation in behavior with a neutral stimulus being frequently matching with a stimulus that triggers a reflexive reaction until the previously neutral stimulus alone can induce a similar reaction (Bernstein, Clarke-Stewart, Penner, Roy, & Wickens, 2000). Whereas in instrumental conditioning, should be modified based on the surrounding and preserved by the significance of the behavior of the individual.
This perspective is focused on the aspect of the semantic, syntactic, and the morphemic language knowledge. The major theorist that is involved in this perspective is Skinner. Skinner talked about operant conditioning, which is defined as “reinforcement that often takes the form of attention, repetition, and approval.” (Puckett & Black, 2001). For example, when a child will make noises and sounds while in the same room as a parent and says “ma-ma”, the parent will then go to the child and start repeating the sounds and making the child feel positive about the interaction about what just happened. This developmental perspective will usually happen when the child is young and small infant.
Piaget’s Theory of Cognitive Development Jean Piaget (1896-1980) studied how children’s thought processes develop and has been very influential in our understanding of children’s cognitive development. He believed that interaction with peers was the most critical factor in children’s cognitive development. ‘He described children as ‘"little scientists," actively constructing their own theories about the world, testing these theories, and adjusting to new information’ (quote taken from Kendra's Psychology Blog at about.com: Psychology). He suggested mental plans - schemas (schemata) function as guides for action, as structure for interpreting information, as frameworks for solving problems. (For full explanation on schemas, conservation, assimilation and accommodation and explanations of terminology see appendix 2).
Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights. Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom?