9.1 - Low Level Thinking
(Knowledge & Comprehension - Define, Explain, Differentiate, Discuss)
Explain the two common phenomena associated with classical conditioning (generalization and extinction).
9.2 - High Level Thinking
(Synthesis & Evaluation - Appraise, Assess, Choose, Judge, Create, Construct)
Analyze positive and negative reinforcement. Give original examples of how you personally would utilize extrinsic reinforcers and intrinsic reinforcers in your future classroom. Which reinforcement do you think is easier to implement? Why?
9.1 - Low Level Thinking
ReplyDelete(Knowledge & Comprehension - Define, Explain, Differentiate, Discuss)
Explain the two common phenomena associated with classical conditioning (generalization and extinction).
Generalization is when people learn a conditioned response to a new stimulus, and they may respond in the same way to similar stimuli.
Extinction is when an acquired response gradually disappears after a conditioned stimulus happens repeatedly without the presence of the unconditioned stimulus.
9.2 - High Level Thinking
(Synthesis & Evaluation - Appraise, Assess, Choose, Judge, Create, Construct)
Analyze positive and negative reinforcement. Give original examples of how you personally would utilize extrinsic reinforcers and intrinsic reinforcers in your future classroom. Which reinforcement do you think is easier to implement? Why?
The idea of positive and negative reinforcement has nothing to do with how desirable the reinforcement is. Any time one receives positive reinforcement for a behavior, it causes an increase in the behavior. Therefore, if a student that wants attention for their actions is able to misbehave and warrant any reaction from a teacher, even if their reaction is negative, it is still positively reinforcing the behavior. Punishment is considered a negative reinforcer in that it causes a decrease in behavior. If a student stops doing a certain action because they are reprimanded each time, then the scolding has become a punishment and a negative reinforcer.
Extrinsic reinforcers at the secondary level is a bit challenging, but one example could be allowing students to skip practice homework for performing well on an assessment of the same topic. This reinforcer would be positive because it may increase the action of performing well on a test. An example of an intrinsic reinforcer might be to praise students for performing well on exams, so that they increase the same action. I think that extrinsic reinforcers are probably easier to implement with high school students as they would find concrete rewards more valuable than abstract ones.