Download Chapter 6 - ED-180

CHAPTER 6:
BEHAVIORISM AND SOCIAL
COGNITIVE THEORY
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.1 An Introduction to Classical Conditioning
Rod was feeling the “blahs,” so he decided to reward himself
with a Caribbean cruise. One evening he was involved in a casual
conversation with Kim, a girl he had met, as Latin rhythms floated
through the air. Their eyes accidently met, and he flushed and felt
a sudden rush of emotion.
Now, whenever Rod hears Latin music, or even Reggae, he gets
a feeling of excitement that he can’t control. He doesn’t react to
rock music or jazz in the same way, however.
What did Rod learn?
He learned to feel excited.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.2 Classical Conditioning Examples and Explantations (slide 1 of 2)
Tim failed his algebra quiz, and he was
devastated and anxious.
He was then anxious again
during his next quiz.
(Tim learned to be anxious in quizzes.)
You’re out on a lake, you fall overboard,
nearly drown, and are terrified. The next time
you’re
near a large body of water you
feel a sense of fear similar to the
one you experienced in your
boating accident.
(You learned to fear water.)
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
Failure (UCS) Anxiety (UCR)
Associated
Similar


Quizzes (CS)  Anxiety (CR)
Accident (UCS)  Terror (UCR)
Associated

Water (CS)

Similar

Fear (CR)
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.2 Classical Conditioning Examples and Explanations (slide 2 of 2)
Sharon Van Horn greets Damon (and each of
her other first
graders) in a friendly, courteous manner every
day when he
comes into her classroom, and
her greeting makes him feel
good. Later, Damon experiences
a comfortable feeling when
entering Mrs. Van Horn’s room, even when
she isn’t there.
(Damon learned to be comfortable in Mrs.
Van Horn’s room.)
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
Greeting (UCS)  Feeling (UCR)
Associated

Room (CS)
Similar

 Comfort (CR)
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.3 Learning to Like School: A Classical Conditioning Exercise (slide 1 of 2)
Jennifer’s parents have moved, and since she is a little uneasy about
starting school in a new place her dad takes her to school the first few days.
She has a great relationship with her dad, and she feels very secure when she
is with him.
Valdez Elementary, her new school, has a problem for new students.
Teachers greet all new students as they arrive, and Mrs. Abbott, Jennifer’s
teacher, is at the door to greet Jennifer each morning for the first week when
her dad brings her to school. She puts her arm around Jennifer and chats with
her dad as the three of them stand near the door.
Jennifer is now quite comfortable when her dad leaves her with Mrs. Abbott.
What did Jennifer learn?
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.3 Learning to Like School: A Classical Conditioning Exercise (slide 2 of 2)
What did Jennifer learn?
To be comfortable with Mrs. Abbott
Use as the basis for your answer the four concepts from classical
conditioning—unconditioned stimulus, unconditioned response,
conditioned stimulus, and conditioned response—to illustrate how
this learning occurred.
Classical Conditioning concepts that explain how Jennifer
learned her emotional response:
UCS – Jennifer’s dad
UCR – Security (with her dad)
CS – Mrs. Abbott
CR - Comfortable
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.4 Learning to Like Classrooms: A Classical Conditioning Exercise (slide1 of 2)
Natasha is moving into the 6th grade in a middle school, and is a bit nervous
about it, so Natasha’s mother drives her to school the first few days.
Natasha’s mother drops her off and Natasha waves back to her mother as
she walks toward the school.
Mrs. Rodriguez, her homeroom teacher, greets her at the entrance to her
classroom. She smiles, touches Natasha’s shoulder, and says, “Welcome to
school,” reassuringly. Seeing the way Mrs. Rodriguez behaves, Natasha feels
much better.
Each day, Mrs. Rodriguez greets Natasha with the same smile and
reassuring manner. Now Natasha is very relaxed when she enters the classroom.
What did Natasha learn?
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.4 Learning to Like Classrooms: A Classical Conditioning Exercise (slide 2 of 2)
What did Natasha learn?
To feel relaxed entering the classroom
What are the Classical Conditioning concepts that explain
how Natasha learned her emotional response?
UCS –Mrs. Rodriguez greeting
UCR – Feeling better
CS –The classroom
CR -Relaxed
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.5 A Comparison of Classical and Operant Conditioning
Behavior
Classical Conditioning
Operant Conditioning
•
•
•
•
Involuntary (Learner cannot control
the behavior.)
Emotional
Physiological
•
Voluntary (Learner can control
the behavior.)
Overt actions
Order
Behavior follows stimulus
Behavior precedes stimulus
(consequence)
How learning
occurs
Neutral stimuli become associated
With unconditioned stimuli.
Consequences of behaviors
influence the probability of future,
similar behaviors.
Example
Children associate their classrooms
with the positive behaviors
of their teachers, so the classrooms
Cause positive emotions.
Learners attempt to answer
questions and are praised, so their
attempts to answer increase.
Key
researcher
Pavlov
Skinner
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.6 Consequences of Behavior
Consequences of Behavior
Positive Reinforcement: The process of increasing behavior by presenting a
reinforcer (a consequence that increases behavior, such as praise for a good answer)
Negative Reinforcement: The process of increasing behavior by removing or
avoiding an aversive consequence (such as taking Advil to remove a headache. We
are negatively reinforced for taking the Advil.)
Presentation Punishment: The process of decreasing behavior by presenting a
punisher (such as fingers to the lips signaling “Shh.”)
Removal Punishment: The process of decreasing behavior by removing a stimulus
(such as detention—taking away students’ free time for misbehavior.)
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.7 Operant Conditioning in the Classroom: Examining Student Behavior
Explain the students’ behavior (complaining) in the vignette using concepts
from operant conditioning:
After completing an assignment of 30 math problems, one of Ann Johnson’s
students complains, “Man, Mrs. Johnson you sure do pile on the homework.”
“Yeah,” another adds.
“For sure”, a third puts in.
Several other members of class chime in, adding to the comments of the first three.
The next day Ann assigns only 20 problems, and as soon as she is finished giving
the assignment, the students respond, “Sheesh, Mrs. Johnson, giving homework must be
your favorite thing to do.”
As Ann begins to give her homework reduced assignment of 15 on the third day, the
students protest, “I hope this isn’t going to be another killer homework assignment!”
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.8 Operant Conditioning in the Classroom: Feedback
Feedback:
We can explain the students’ behavior by saying that they are being
negatively reinforced for complaining. Their complaining is
increasing—they complain sooner each time. The assignment is the
aversive stimulus, some of which is removed in two separate cases.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.9 Shaping Learner Behavior
Feedback:
In each instance
the teacher is
attempting to
shape behaviors
of the students
using reinforcers.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.10 Schedules of Reinforcement
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.11 Reinforcement Schedules and Examples
Schedule
Example
Continuous
•
•
Fixed-ratio
An algebra teacher guides students through steps for solving equations
and praises students for every correct answer.
A person sticks a key in a reliable lock, and the door opens every time.
The algebra teacher says, “As soon as you’ve correctly done two
problems in a row, you may start on your homework, so you’ll be
finished by the end of the period.”
Variable-ratio •
•
A student raises her hand to answer questions, and sometimes she’s
called on, and sometimes she isn’t.
A person sticks a key in an unreliable lock, and sometimes the door
opens quickly, and at other times it opens only after a number of
attempts.
Fixed
interval
Students are given a quiz every Friday, and they receive their score
every Monday.
Variableinterval
Students are given unannounced quizzes, and sometimes the quizzes are
returned the next day, and at other times they are returned a day or two ater.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.12 Reinforcement Schedules in the Classroom Exercises
1. Mrs. McLemore has one of her students in a reading group begin reading, and she then
gets up and circulates among the students doing seatwork, making comments and
offering suggestions. She then returns to the reading group. What schedule is she using
with the students doing seatwork?
2. When Mrs. Hernandez’s students write a good response to essay items, she will often
write comments such as, “Very well done,” on their papers near the response.
3. Mr. Lombardo assigns problems every night, and he collects them on Monday’s and
Thursdays. Mrs. Chang also collects homework twice a week, sometimes on Mondays
and Thursdays, but also other days as well. What is Mr. Lombardo’s schedule, Mrs.
Chang’s schedule, and the schedule for the quiz?
4. Mr. Lombardo often gives his students time to do their homework in class. Any students
who finish before the end of the period are allowed to go to the back of the room and talk
quietly to each other until the end of the period.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.13 Reinforcement Schedule in the Classrooms Exercises: Feedback
1.
Feedback for Reinforcement Schedule Exercise
For the students doing seatwork, a variable-interval schedule is being used.
It is based on time and is unpredictable.
2.
This is a variable-ratio schedule. It is based on a student’s response
(behavior) and is unpredictable.
3.
Mr. Lombardo’s homework system is a fixed-interval schedule, whereas
Mrs. Chang’s is a variable interval schedule.
Their quizzes are both fixed interval.
4.
Mr. Lombardo’s policy with finishing homework illustrates a fixed-ratio
schedule. The students can predict when they will be rewarded with free
time, and it is based on their behaviors—not on time.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.14 Satiation and Extinction
Comparison of the concepts: Satiation and Extinction
Concept
Example
• Satiation
Reinforcer is overused to
the point it loses it’s potency
• Teacher gives so many
stickers that they no longer
affect student behavior
• Extinction
Behaviors decreases
because it isn’t being
reinforced
• Student stops raising her
hand because the teacher
doesn’t call on her
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.15 Operant Conditioning in the Classroom: Examining Teacher Behavior
Explain the teachers’ behavior (the number of problems she assigns).
(We examined this vignette earlier using the students’ behavior.)
After completing an assignment of 30 math problems, one of Ann Johnson’s students
complains, “Man, Mrs. Johnson you sure do pile on the homework.”
“Yeah,” another adds.
“For sure,” a third puts in.
Several other members of class chime in, adding to the comments of the first three.
The next day Ann assigns only 20 problems, and as soon as she is finished giving the
assignment, the students respond, “Sheesh, Mrs. Johnson, giving homework must be your
favorite thing to do.”
As Ann begins to give her homework reduced assignment of 15 problems on the third
day, the students protest, “I hope this isn’t going to be another killer homework assignment!”
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6..16 Operant Conditioning in the Classroom: Examining Teacher Behavior: Feedback
Feedback:
We can explain Ann’s behavior by saying that she is being punished, and the
students’ complaints are the punishers.
Ann’s behavior—the number of problems she assigns—is decreasing. She first
assigns 30 problems, then 20, and finally 15.
It is an example of presentation punishment. The students are presenting her
with their complaints.
(Remember the students’ action of complaining each day was an increase in
behavior resulting from the teacher removing problems, so they were
negatively reinforced.)
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.17 Effective and Ineffective Punishers
Effective Punishers:
•Desists
Ineffective Punishers:
•Physical Punishment
•Timeout
•Embarrassment and
humiliation
•Detention
•Classwork
•Response Cost
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.18 Applied Behavior Analysis
Applied Behavior Analysis
1. Identify target behaviors.
2. Establish a baseline for the target behaviors.
3. Choose reinforcers and punishers (if necessary).
4. Measure changes in the target behaviors.
5. Gradually reduce the frequency of reinforcers as
behavior improves.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.19 Learning on the Interstate
You are driving 75 mph on the interstate one evening, and you are suddenly
passed by a sports car traveling at least 85 mph.
A couple of minutes later you see the sports car pulled over by the highway
patrol, and you immediately slow down.
How would behaviorism explain you slowing down?
Feedback: Behaviorism cannot explain slowing down because nothing directly happened to
us. Our behavior changed as a result of seeing what happened to someone else. This leads to
social cognitive theory, which focuses on changes in behavior that occur as a result of
observing others.
You slow down because you expect to be pulled over too. By observing a consequence for
another driver-you are vicariously punished.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.20 Differences Between Behaviorism and Social Cognitive Theory
Behaviorism
Social Cognitive Theory
•
Learning is defined as a
change in observable
behavior
•
Learning is defined as a change in mental
processes creating the capacity to
demonstrate different behaviors
•
Role of expectations:
Reinforcers and punishers
are direct causes of behavior
•
Role of expectations:
Reinforcers and punishers create
expectations that then influence behaviors
•
One way relationship
between the environment and
behavior
•
Reciprocal causation, an interdependent
relationship, among behavior, the
environment, and personal factors
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.21 Different Forms of Modeling
Type
Description
Example
Direct
Modeling
The tendency of someone to
Imitate the behaviors of a live
model.
A math student attempts to imitate
a solution presented by a teacher.
A person at a concert begins to applaud
because someone else in the audience
began to applaud.
Symbolic
Modeling
The tendency of someone to
imitate behaviors displayed
by characters in books, plays,
movies, or television.
Children become more conscientious
because of the conscientious behavior
of one of the pigs in The Three Little Pigs.
Teenagers wear their hair in the same
way as a popular television star.
Synthesized
Modeling
The tendency of someone to
Imitate different behaviors
and combine them into a
single act.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
A child uses a chair to get up on the
cupboard to get a cookie when he sees his
brother use a chair to get a book from a shelf,
And sees his mother get a cookie.
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.22 Effects of Modeling
Effects of Modeling: Example
Learn new
behaviors
•
Facilitate
existing
behaviors
•
Change
inhibitions
•
Arouse
emotions
•
•
•
•
•
A student attempts to imitate a solution to a problem that the
teacher demonstrates for the first time.
A novice tennis player attempts to imitate the serve of an instructor.
A person stands as part of a standing ovation after seeing another
person in the audience stand.
A student becomes more thorough in his study habits after observing a
friend study thoroughly.
A driver’s inhibition about exceeding the speed limit is strengthened
when he sees another speeding car stopped by the highway patrol.
A student’s inhibition about speaking without permission is weakened
when she sees other students speak without permission and go
unpunished.
A person at a social gathering feels embarrassed when he sees a
couple across the room shout at each other in anger.
A person watching a movie begins to cry when a sad scene is portrayed
in the film.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.23 Effects of Modeling in the Classroom Exercise
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6..24 Effects of Modeling in the Classroom Exercise Feedback
1. Explain Greg’s and Natalie’s behavior.
Greg and Natalie are being punished. Ms. Margossian “presented” them
with her reprimand, and their behavior decreased. Because the reprimand
was directly given to these two students by the teacher the behavior is
best explained by behaviorism’s concept of operant conditioning.
2. Explain Christine’s Behavior using social cognitive theory.
Christine was vicariously punished. (She altered her behavior by
observing the consequences for Greg and Natalie.)
3. In terms of modeling effects on behavior, which effect is
best illustrated by Christine’s behavior?
Christine’s inhibition about talking was increased. (The function was
“increasing inhibitions.”)
4. Suppose Ms. Margossian had said nothing to Greg and Natalie. What is the
likely outcome for them, Christine, and the class as a whole? Explain.
Being reprimanded for breaking rules is an expected consequence.
Nonoccurrence of the reprimand-an intended punisher-could serve as a
reinforcer and the misbehavior might increase.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6..25 Processes Involved in Learning From Models
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6..26 Effectiveness of Models
Factor
Description
Example
Perceived
similarity
People are more likely to imitate
behaviors in others they perceive as
similar to themselves than they are to
imitate behaviors in those they perceive
as different.
A girl is more likely to choose
engineering as a career if she
observes the work of a female
Engineer than if she observes the
work of a male engineer.
Perceived
competence
People are more likely to imitate
behaviors in others they perceive as
competent than they are to imitate
behaviors in those they perceive as less
competent.
An aspiring golfer is more likely to
imitate the technique of an
accomplished golfer than the
technique of a novice golfer.
Perceived
status
People are more likely to imitate
behaviors displayed by high-status
models than they are to imitate
behaviors of others with lower status.
Teenagers are more likely to wear
sports shoes endorsed by Michael
Jordan than sports shoes endorsed
by a local shoe salesperson. *
(*Very high status models tend to
have competence attributed to them
outside their fields of expertise.)
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.27 Under-muscled and Embarrassed
According to a recent newspaper article, many people are
reluctant to join fitness clubs because they’re fearful that their
overweight and out-of-shape bodies will look comical to the trim, fit,
and athletic trainers they expect to see working there. As a result
they continue to procrastinate about joining the clubs?
How can we explain their behavior based on social cognitive theory?
Feedback:
The trainers, though perceived as competent (and of potentially high status) by the
overweight and out-of- shape people, do not have perceived similarity and according to
theory lack of perceived similarity in this case will discourage imitation.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.28 Applying Social Cognitive Theory in Classrooms
Applying Social Cognitive Theory in Classrooms
1.
Model desirable behaviors for students.
2.
Capitalize on modeling effects and processes to promote
learning.
3.
Place student in modeling roles and use cognitive modeling to
share their strategies.
4.
Utilize guest role models.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.29 Feedback for Classroom Exercises (slide 1 of 6)
1.
2.
Feedback for Classroom Exercises
Punishers can produce negative emotional reactions. The writing
assignment might become associated with the punisher--becoming a
conditioned stimulus--which produces a negative emotional reaction-as a conditioned response. We don’t want students to have negative
emotional reactions to classroom assignments.
The song, picture, or odor are conditioned stimuli that have become
associated with some unconditioned stimulus that produced the
original mood or feeling. The mood or feeling is a conditioned
response that is similar to the original mood or feeling produced by
the unconditioned stimulus.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.29 Feedback for Classroom Exercises (slide 2 of 6)
3. The feeling will eventually disappear. The concept is
extinction. If a conditioned stimulus occurs repeatedly in the
absence of the unconditioned stimulus, the conditioned
response will eventually disappear (become extinct).
4. The teacher is attempting to use negative reinforcement by
allowing the students to avoid doing homework. Her goal is
to increase the students' “doing homework” behaviors. The
students must be in a situation of normally doing
homework, or there would be nothing for them to avoid.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.29 Feedback for Classroom Exercises (slide 3 of 6)
5. The teacher is applying negative reinforcement. The teacher is
focusing on a desired outcome (sitting quietly) versus an undesired
outcome (stopping talking).
Also, the students are in control of the outcome. If they're quiet, they
get to go to lunch.
Negative reinforcement is being illustrated because the students can
avoid missing some of their lunch period. Under typical conditions,
they would get to go to lunch. The teacher is threatening the students
with punishment, but she isn't actually punishing them.
6. The idea is the Premack Principle, which says that a more desirable
activity can serve as a positive reinforcer for a less desirable activity.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.29 Feedback for Classroom Exercises (slide 4 of 6)
7. The city is attempting to apply negative reinforcement by allowing
people to avoid the tolls.
8. Slot machines illustrate variable-ratio schedules. The reinforcers
depend on behaviors, not time, and they're unpredictable.
9. Social cognitive theorists view the high score as causing
expectations. According to social cognitive theorists, students
study because they “expect” to be reinforced for doing so. They
believe the behaviorist account is inadequate because in many
cases too much elapses between the behavior and receiving the
reinforcer.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6.29 Feedback for Classroom Exercise (slide 5 of 6)
10. In the first case, specific praise wasn't necessary because the
student gave a clear, confident answer.
If Tanya's answer were tentative, however, specific praise would
emphasize important information and help eliminate uncertainty.
An example in the second case could be: “Very good, Tanya. You
recognized that the air would be warmed as it moved over the land.
This was because the air above the water was cold, caused by the
cold water itself flowing from the south. Good analysis.”
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 6..29 Feedback for Classroom Exercises (slide 6 of 6)
11. If students break a rule they expect to be punished. If the
punisher isn't given, its nonoccurrence can serve as a
reinforcer, and the undesirable behavior is likely to increase.
Decreasing inhibitions is the modeling effect that is illustrated.
12. When learners are fearful about a situation, as Tim was, they
are more likely to imitate a coping model, or one who struggles
to achieve competence, than a mastery model, or one whose
competence is an accomplished fact (Schunk, 1991). This is
where competence and similarity interact. Tim perceived both
Karen and Susan to be competent, but he perceived himself to
be more similar to Susan, because she too had to struggle, so
he imitated her.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved