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Author: Richard W. Malott Publisher: Lulu.com ISBN: 0914474081 Category : Education Languages : en Pages : 264
Book Description
Most of the classroom discipline problems are actually created by the teacher. The way a kid can be sure of getting her reinforcing attention is by misbehaving. If you put misbehaving on extinction and provide other avenues to reinforcement, there will be no discipline problems.
Author: Richard W. Malott Publisher: Lulu.com ISBN: 0914474081 Category : Education Languages : en Pages : 264
Book Description
Most of the classroom discipline problems are actually created by the teacher. The way a kid can be sure of getting her reinforcing attention is by misbehaving. If you put misbehaving on extinction and provide other avenues to reinforcement, there will be no discipline problems.
Author: B. F. Skinner Publisher: B. F. Skinner Foundation ISBN: 0989983935 Category : Science Languages : en Pages : 350
Book Description
B. F. Skinner titled this book, Contingencies of Reinforcement, after the heart of his science of behavior. Contingencies relate classes of actions to postcedent events and to the contexts in which those action-postcedent relations occur. The basic processes seem straightforward, but many people do not know or understand the underlying theory. Skinner believed that ‘a theory is essential to the scientific understanding of behavior as a subject matter”. This book presents some of Skinner’s most sophisticated statements about theoretical issues. To his original articles, he added notes to clarify and expand subtle points. The book thus provides an overview of Skinner’s thinking about theory and the philosophy underpinning the science he began.
Author: Daniel Alexander Sternberg Publisher: ISBN: Category : Languages : en Pages :
Book Description
Understanding how we learn the relationships between events in the world, and how we learn to respond appropriately to those events has been an important focus of research in psychology and the cognitive sciences for many years. While many different theories have been proposed, two broad classes of accounts have been particularly popular. Findings from studies of animal conditioning and tasks requiring humans learners to make very fast responses have led to proposals that learning in these tasks is based on a process of gradual adjustments to pathways linking representations of cue events to representations of their outcomes and appropriate responses to those outcomes. However, many of the same findings can also be explained as a process of making explicit inferences about the likely causal relationships between events. Findings from human contingency learning tasks have been argued to support the idea that learners in these tasks rely on an inference-based reasoning process. This has led some to doubt that both types of processes necessarily exist. The experiments presented in this thesis set out to look for evidence that both processes exist, and that they are preferentially involved in different kinds of learning situations. In the presented experiments, participants saw displays containing single or paired objects and learned which displays were usually followed by the appearance of a dot shortly afterward. Some participants predicted whether the dot would appear and then saw the outcome, while others were required to respond very quickly if the dot appeared shortly after the objects. For prediction participants, instructions that guided them to infer which objects had the power to cause the dot outcome determined whether contingencies associated with one object affected predictions about its pair mate. For fast-paced responding participants, contingencies associated with one object affected responses to the pair-mate, even when more neutral instructions were provided. These results challenge single-mechanism accounts and support the proposal that the mechanisms underlying performance in the two tasks are distinct. The remainder of the thesis focuses on the development of computational models of the different kinds of processes thought to underlie responding in these tasks.
Author: Peter Wright Publisher: ISBN: 9781892320001 Category : Languages : en Pages :
Book Description
Wrightslaw Special Education Legal Developments and Cases 2019 is designed to make it easier for you to stay up-to-date on new cases and developments in special education law.Learn about current and emerging issues in special education law, including:* All decisions in IDEA and Section 504 ADA cases by U.S. Courts of Appeals in 2019* How Courts of Appeals are interpreting the two 2017 decisions by the U.S. Supreme Court* Cases about discrimination in a daycare center, private schools, higher education, discrimination by licensing boards in national testing, damages, higher standards for IEPs and "least restrictive environment"* Tutorial about how to find relevant state and federal cases using your unique search terms
Author: Nancy M. Petry Publisher: Routledge ISBN: 1136699457 Category : Psychology Languages : en Pages : 335
Book Description
The National Health System in the United Kingdom has supported the integration of CM because of its evidence basis. CM has recently been implemented in clinics in Spain, the Netherlands, and Israel, and the author has been asked to consult on its integration in treatment settings in Canada, South Africa, Turkey, China, and Australia. The completion of the National Institute on Drug Abuse Clinical Trials Network study of CM interventions has raised awareness and interest throughout the US and abroad, most notably in Canada and the UK.
Author: Ying-Hsin Lin Publisher: ISBN: Category : Languages : en Pages :
Book Description
Contingencies are constantly found in everyday situations and humans are extraordinarily adept at learning them, whether implicitly or explicitly. The learning of contingencies can benefit behaviour in many ways, some subtle and some much more apparent. But the question of how we can improve the efficiency of our performance and what factors influence a person's learning of contingencies remains relatively limited in exploration. In this dissertation, I use a simple contingency learning paradigm, the colour-word contingency paradigm (Schmidt, Crump, Cheesman, & Besner, 2007) to address three issues regarding the learning of contingencies: (1) Is there a cost in performance-in addition to a benefit-when learning contingencies?; (2) Does instance frequency play a role in the learning of contingencies?; and (3) Can people use higher-order associations such as semantic associations in learning contingencies? In the first series of experiments (Experiments 1-4), I found that although there is benefit in responding to events with high contingencies, there also is a cost to events with low contingencies. In the second series (Experiments 5-7), I showed that event frequency does play a role in contingency learning but that role is dependent on factors such as whether there is perfect contingency between events and how balanced the frequencies are in the high- and low-contingency conditions. In the third series (Experiments 8-10), I observed that people are capable of using higher-order associations-in this case, semantics-to guide the efficiency of their responding, however the use of such associations is dependent on whether the task encourages their use. This dissertation thereby addresses three issues where research has been quite tentative and, in some cases, the present findings are in contrast to the current literature. The overall goal was for this research to contribute to the growing literature on fundamental factors that can influence how we acquire contingencies, and to help us understand how we optimize our efficiency in learning, even when that learning occurs without awareness.
Author: Wendy M. Reinke Publisher: Guilford Press ISBN: 1609182588 Category : Psychology Languages : en Pages : 241
Book Description
Highly accessible and user-friendly, this book focuses on helping K–12 teachers increase their use of classroom management strategies that work. It addresses motivational aspects of teacher consultation that are essential, yet often overlooked. The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change. Easy-to-learn motivational interviewing techniques are embedded throughout. In a large-size format with lay-flat binding to facilitate photocopying, the book includes 20 reproducible forms, checklists, and templates. This book is in The Guilford Practical Intervention in the Schools Series.
Author: Lex Donaldson Publisher: SAGE ISBN: 9780761915744 Category : Business & Economics Languages : en Pages : 348
Book Description
This volume presents a comprehensive, in-depth analysis of the theories, evidence and methodological issues of contingency theory - one of the major theoretical lenses used to view organizations.
Author: Peggy L. Harrell Publisher: ISBN: Category : Effective teaching Languages : en Pages : 27
Book Description
This study of two groups of four children (ages 6-9) with learning disabilities evaluated the effects of two contingencies (independent and interdependent) on the learning of students with learning and behavioral disabilities when conducted in small groups with constant time delay. Measures were collected on the rapidity with which children learned under the two contingencies, the amount of observational learning that occurred, and the extent to which students acquired additional information that was included in the feedback for correct responses. The results indicate that: (a) both instructional arrangements were effective with all students and all behaviors; (b) the independent contingency condition resulted in more rapid learning than the interdependent contingency; (c) students acquired nearly all of the behaviors taught to their group members, but it was not differentially affected by the two contingencies; (d) students acquired some of the additional information presented in feedback events, but it also was not differentially affected by the two contingencies; (e) when one group was presented with written words and verbal definitions, more learning clearly occurred on the written work than on the definition of the word. Attached charts shows each participant's responses on the interdependent and independent contingencies. (Contains 24 references.) (Author/CR).
Author: Richard W. Malott
Author: Richard W. Malott
Author: B. F. Skinner
Author: Daniel Alexander Sternberg
Author: Peter Wright
Author: Nancy M. Petry
Author: Ying-Hsin Lin
Author: Wendy M. Reinke
Author: Lex Donaldson
Author: Peggy L. Harrell
Author: Esmeralda Garbi