Educational Psychology Essay assignment Ch9
NOTE: Chapter 10 section on Modeling (pp 334-340) is included in this chapter
*Please answer the questions on a separate piece of paper. You do not need to copy the questions. I encourage
you to do this on a word processor and print multiple copies or photocopy your answers so that you have them to review for
the test (especially for the last chapter before the exam).
*You may NOT work in groups on homework assignments (you must have your own answer)
Short Essay Questions (answer all essay questions in complete sentences. Define all psychological terms that
you use. Use at least 6 sentences per question)
1. In each of the following situations, a student either is learning of has learned something.
(1) Classify each of the situations as involved either classical or operant conditioning AND justify WHY it
is that type of conditioning.
(2) If it is classical conditioning, identify the UCS, UCR, CS and CR
(3) If it is operant conditioning, identify whether the example is positive reinforcement, negative
reinforcement or punishment AND justify WHY it is that type of operant conditioning.
a.) When James begins running down the hall toward the cafeteria, his teacher asks him to walk instead. James
begins walking and the teacher gives him a smile. After that James always makes sure that he walks rather than
runs to the cafeteria.
b.) Linda is a bright, academically capable girl. Once when she was sick, she failed an important test. Now she
feels nauseous whenever she takes a test.
c.) Ralph has been using cocaine for a few years now. When he attempted to come clean, the psychological
withdrawal symptoms were horrible. Now he is using cocaine even more, not because it makes him feel good,
but to avoid the withdrawal.
2. David is continually fighting with other students. Devise a plan to eliminate the fighting by using a
combination of both reinforcement of incompatible behavior and punishment. In your discussion, be sure to
explain:
a.) what incompatible behavior(s) you will reinforce
b.) what reinforcer you will use, and why
c.) what punishment you will use, and why.
Objectives for Chapter 9
By the end of the chapter, students should be able to:
1.
Describe the assumptions underlying behaviorism and their implications for classroom practice.
2.
Distinguish between classical conditioning and operant conditioning, and use each of these learning
theories to explain how a variety of responses may be learned in the classroom.
3.
Compare positive and negative reinforcement, and list numerous forms that reinforcement might take in a
classroom setting.
4.
Explain how teachers can apply the following concepts to help children develop and maintain appropriate
and productive classroom behaviors: token economy, group contingency, contingency contract, shaping,
cueing, setting event, behavioral momentum, extinction, reinforcement of incompatible behaviors,
punishment, and intermittent reinforcement.
5.
Devise strategies for improving the classroom behavior and academic performance of chronically off-task
or misbehaving children.
6.
Use behaviorist principles to explain the diversity that teachers are likely to see in children’s behaviors.
7.
Describe both strengths and limitations of behaviorist approaches.
Vocabulary: behaviorism, operant/classical/ conditioning, response, stimulus, US, UR, CR, CS, neutral
stimulus, generalization, discrimination*, extinction, positive and negative reinforcement, primary and
secondary reinforcers, intrinsic, self-efficacy, applied behavior analysis, functional analysis, positive behavioral
support
From Chapter 10
1. Identify situations and conditions in which teachers can use modeling to facilitate children’s learning.
Vocabulary: observational learning, modeling