Behavioral Conditioning

PSY/250 v10

Learning Theories Worksheet

PSY/250 v10

Page 2 of 2

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Learning Theories Worksheet

Part I: Behavioral Conditioning

Imagine that you are a bivouac counselor or exchange schoolmaster who is obligatory for training a collocation of first-grade consequence. Respond to the forthcoming prompts in total sentences in almost 265–440 control.

1. Explain how polished conditioning works dissimilar than operant conditioning. Include an development of polished conditioning that happens at residence that could rule a student’s action at bivouac or in the classroom.

2. The “Classical and Operant Conditioning” video from the University Library describes various patterns of actional succor. Each pattern of succor has a contrariant plane of efficiency. Describe how cogent each pattern of succor would be in this scenario:

When the consequence accept your distinguished, they procure insufficiency to be willing to seal what they’re doing, then incline for directions anteriorly affecting to the proximate labor.

a. Continuous:

b. Fixed ratio:

c. Variable ratio:

d. Fixed interval:

e. Variable interval:

f. Extinction:

3. How would you exercise direct and disclaiming succor in the classroom to plan them for the action in the scenario over?

4. Explain the pattern of succor that would be the most cogent to stay the desired action in the scenario from inquiry #2.

Part II: Social-Cognitive Learning

Respond to the forthcoming prompts in total sentences in almost 175–260 control.

1. Summarize the assumptions environing cosmical teaching and influence that mould the plea of social-cognitive plea.

2. Explain how you can exercise social-cognitive teaching plea to your own action to behove over proactive in seemly your self-efficacy and self-regulation skills as you track your seed-plot teaching and walk road.

Copyright 2020 by University of Phoenix. All hues sly.

Copyright 2020 by University of Phoenix. All hues sly.

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