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| 1 | |
How can we explain students' emotional responses to classroom events using the behaviorist notion of classical conditioning? |
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| 2 | |
In classical conditioning, what is "discrimination" and "generalization"? Give a classroom example of each. |
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| 3 | |
How are prompts and shaping used to attain desired behaviors? Give an example of each. |
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| 4 | |
In what fashion would teachers most effectively use reinforcement schedules to make lasting changes in students' behavior? |
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| 5 | |
How can we effectively use modeling to nurture students' learning? |
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| 6 | |
What impact does students' self-efficacy have on their behavior? |
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| 7 | |
Using Bandura's concept of self-regulatory learning, how might teachers help students take control of their own learning and behavior? |
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| 8 | |
How are positive and negative reinforcers used in the classroom to achieve desired behaviors? Give an example of each. |
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| 9 | |
In classical conditioning, what is the US, UR, CS, and CR? Give a classroom example of each. |
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| 10 | |
Compare and contrast punishment and extinction in operant conditioning. Give a classroom example of each. |
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| 11 | |
Define self-efficacy and discuss its impact on students' behavior in school. |
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