Behaviorism (Ch. 5) Questions:
1. Does Mr. Kessinger's class represent a community of learners as defined in Constructivist theory? Why or why not?
No it does not represent a community of learners. His class does not work together in the design of their learning environment and curriculum. The teacher seems to be a lecturer that does not allow constructive discussions and criticisms among members. Its his way or the highway, and his way requires students to learn on their own.
No it does not represent a community of learners. His class does not work together in the design of their learning environment and curriculum. The teacher seems to be a lecturer that does not allow constructive discussions and criticisms among members. Its his way or the highway, and his way requires students to learn on their own.
2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response using definitions and evidence from the case.
He uses both forms of punishment. He utilizes presentation punishment as he presents an aversive stimulus when he notices the note using behavior, and yells and accuses Robin of cheating. He also utilizes presentation punishment removal as removes the stimuli to try to stop an undesirable behavior, by
3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning. Which stimuli are paired and how does that condition her response?
Robin is now classically conditioned to cringe up and be in fear and hurt whenever a teacher picks up her work. Thus, due to the terrible experience with Mr. Kessinger, she is involuntarily conditioned to be in fear and feel like she is in trouble when, the UCS happens, a teacher picks up her work. The UCR reaction is to freeze up and feel fear.
4. How might Ms. Yamashita encourage Robin to create concept maps in the future? Include behavioral concepts such as shaping, reinforcement, etc., in your response.
She can overcome the classical conditioning or Robin's reaction, by implementing operant conditioning. The teacher can shape Robin by the use of positive presentation reinforcements. The teacher can say to robin, This is lovely! If you let me make a study copy for everyone else, I will give you extra credit. However, the teacher should not touch the paper until it is handed to her by Robin. The teacher grabbing the paper could trigger Robin's classical condition of fear. From here on out Ms. Yamashita can give Robin a treat of candy as a reinforcer, every time she makes up a concept map and shows it to her. The teacher can also use negative reinforcement to shape the creation of Robin's concept maps, by removing the actually assignment if Robin makes a concept map instead for the material.
Social Cognitivism (Ch. 8) Questions:
1. Which teacher in the scenario demonstrates vicarious reinforcement? Justify your response with definitions and an example from the case study.
Ms. Yamashita demostrates vicarious reinforcement. She made known to the class that Robin's behavior was desired. She did this by praising Robin. By this other students are able to observe that making a concept map is a desired behavior and thus, the probability that other students will make concepts map will increase. The other students learned vicariously through Robin's experience.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
No he does not. He does not consider that his actions can have negative causes on the student's environment. The teacher's hurts Robin's learning environment by yelling at her and making her feel fear. The teacher's damage on behavior then causes Robin's behavior component do be hurt, as she is now scared and no longer persistent in her effort in this class. Also the teacher's damage on Robin's behavior effects Robin's personal component as her outcome expectancy is now negative, and she does not believe that she can perform well in the class.
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
She is in the performance phase. She is focusing on the material at task and uses the self records the use of a concept map to organize the material for herself, and let her see what she has learned/accomplished. The concept map is means of self-instruction that reminds her the theories learned. The concept map makes her reflect and ask herself questions on what was learned
4. How do you think Robin's self-efficacy has been affected by this experience. Be specific about which self-efficacies have been affected and justify your response with examples from the case study.
Her self-efficacy in world history is now low. This experience has caused her to feel that she is not capable to do well in world history. Also it is possible that now she does not believe that she is capable of performing note taking well. Mr. Kessinger made her feel fear for taking and using notes in class. Thus, she probably feels that she can no longer take and use notes well. Like mentioned, Robin never took notes again in his history class after being embarrassed. The teacher had placed a scar on this student. She now feels like if she is caught using notes, she will then be doing wrong. Therefore, her self-efficacy for note taking, and use of notes is very low. She no longer feels that she is good at taking and using notes since she got yelled at and embarrassed for doing so. This will also be reflected on her world history capabilities. She will always remember this experience and grow to hate history, and feel that she is no good at history.
4. How do you think Robin's self-efficacy has been affected by this experience. Be specific about which self-efficacies have been affected and justify your response with examples from the case study.
Her self-efficacy in world history is now low. This experience has caused her to feel that she is not capable to do well in world history. Also it is possible that now she does not believe that she is capable of performing note taking well. Mr. Kessinger made her feel fear for taking and using notes in class. Thus, she probably feels that she can no longer take and use notes well. Like mentioned, Robin never took notes again in his history class after being embarrassed. The teacher had placed a scar on this student. She now feels like if she is caught using notes, she will then be doing wrong. Therefore, her self-efficacy for note taking, and use of notes is very low. She no longer feels that she is good at taking and using notes since she got yelled at and embarrassed for doing so. This will also be reflected on her world history capabilities. She will always remember this experience and grow to hate history, and feel that she is no good at history.
No comments:
Post a Comment