1. Does Mr. Kessinger's class represent a community of learners as defined in Constructivist theory? Why or why not?
A.For me "NO" because what he did was not co-constructive nor did it work together in the learning environment with the students.
A.For me "NO" because what he did was not co-constructive nor did it work together in the learning environment with the students.
2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response using definitions and evidence from the case.
A.He used bot types. Presentation by yelling at her and telling her cheating was bed , and removal by taking her paper and tearing it up.
A.He used bot types. Presentation by yelling at her and telling her cheating was bed , and removal by taking her paper and tearing it up.
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?
A.She had already associated bad things in her head from the previous class, so when Ms. Yamashita took her paper she thought she was in trouble again and ran off crying not understanding she was being complemented. She automatically paired the response whith the bad feelings she had previously.
A.She had already associated bad things in her head from the previous class, so when Ms. Yamashita took her paper she thought she was in trouble again and ran off crying not understanding she was being complemented. She automatically paired the response whith the bad feelings she had previously.
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.
A.She could help robin understand through shaping, by giving her positive reinforcement let her know she did nothing wrong and encourage her to keep on doing the great job. If the teacher keeps this up then reinforcement will apply, but reinforcement only works if the outcome is desired from the participants. Once reinforcement stops so does the actions by the person that has received the reinforcement.
A.She could help robin understand through shaping, by giving her positive reinforcement let her know she did nothing wrong and encourage her to keep on doing the great job. If the teacher keeps this up then reinforcement will apply, but reinforcement only works if the outcome is desired from the participants. Once reinforcement stops so does the actions by the person that has received the reinforcement.
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.
A. Kessinger has done the most reinforcement in my opinion, because he treats everyone the same, he is a jerk to all and has poor communication skills. Reinforcement is applying reinforcers with the goal of increasing the behavior.
A. Kessinger has done the most reinforcement in my opinion, because he treats everyone the same, he is a jerk to all and has poor communication skills. Reinforcement is applying reinforcers with the goal of increasing the behavior.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
A.Reciprocal causation is interrelationships between students environment, their personal beliefs, and behavior. So he should be expecting it to happen because he affected all of the above so the students will change their ways to fit in his environment and his way of teaching so they can keep him happy.
A.Reciprocal causation is interrelationships between students environment, their personal beliefs, and behavior. So he should be expecting it to happen because he affected all of the above so the students will change their ways to fit in his environment and his way of teaching so they can keep him happy.
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
A.Because she did her advanced planning by creating concept maps that is what puts her in this category of self-regulation. That is what self-regulated learning means.
A.Because she did her advanced planning by creating concept maps that is what puts her in this category of self-regulation. That is what self-regulated learning means.
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.
A.Many have been affected because of how her teacher treated her (self-concept, evaluation, efficacy, instructing, and monitoring) he treated her so bad that these will be affected until she gets some positive reinforcement on the same items that were already ripped apart.
A.Many have been affected because of how her teacher treated her (self-concept, evaluation, efficacy, instructing, and monitoring) he treated her so bad that these will be affected until she gets some positive reinforcement on the same items that were already ripped apart.
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