To prepare for this discussion, please read Chapters 5 and 6 of your textbook, as well as Chapter 1: In a Nutshell and Chapter 10: Assessment in Context: The Alternative to Standardized Testing in Multiple Intelligences: New Horizons. Also read the article Cultural Explorations of Human Intelligence Around the World (Links to an external site.). In addition, watch the Classical and Operant Conditioning video.
A-M: Learning: Classroom of Life
Based on Chapter 5 and Classical and Operant Conditioning, consider how we learn from a behaviorist perspective by explaining operant conditioning and applying it to a real-life scenario.
To complete this activity,
- Choose one of the following situations from everyday life in which learning (i.e., a relatively permanent change in behavior) is desirable.
- Margot wants her husband, Todd, to stop leaving his dirty laundry on the floor.
- Coach K wants to increase his basketball players’ free-throw percentages.
- Moore wants his dog to stop jumping up on visitors.
- Biggs Boss wants his employees to arrive on time.
- O’Neill wants her preschoolers to raise their hands before speaking.
- Joe wants his son to earn good grades.
- Jack wants his girlfriend, Jill, to show more affection.
- Marty wants his friend, Dave, to stop smoking.
- Insert your own situation: ____________________________________
- Prepare a plan utilizing operant conditioning principles to change the behavior of the targeted individual(s), clearly identifying and justifying suitable reinforcers or punishers to attain your desired outcome.
- Example: If I want my son to eat his vegetables (i.e., increase a desired behavior), I could do several things.
- If he eats his vegetables, I could apply a positive reinforcer by adding something he does like, such as screen time; alternatively, I could apply a negative reinforcer by taking away something he does not like, such as one of his weekly chores.
- If he does not eat his vegetables, I could apply a positive punisher by adding something he does not like, such as a new weekly chore; alternatively, I could apply a negative punisher by taking away something he does like, such as screen time.
- Example: If I want my son to eat his vegetables (i.e., increase a desired behavior), I could do several things.
- After you have shared your plan, discuss at least three factors that might impact the success of your plan, including social and cultural considerations.
- Describe at least one ethical consideration as relevant to operant conditioning.
- To complete this activity,
- Choose a famous person (or fictional character) who you believe epitomizes successful intelligence as outlined in the textbook and assigned readings.
- Illustrate why you believe this person demonstrates successful intelligence through specific characteristics or behaviors (at least three) that support your selection with regard to analytical, creative, and practical abilities. Also consider other perspectives on intelligence, such as multiple intelligences.
- Explain how both nature and nurture (including social and cultural factors) may have played a role in the development of this individual’s intelligence.
- Predict whether this person would do well on a standard intelligence test, based on what you have read, providing rationales.
- To fully demonstrate content knowledge and critical thinking, the Learning and Intelligence discussion must
- Appraise course concepts explicitly, applying them to your personal experiences/observations, and cite the required readings as appropriate.
- Be thorough and specific, structuring your work intentionally (with an introductory and concluding sentence or two), providing clear context, and concisely and precisely explaining relevant course concepts.
- Use personal examples to illustrate as appropriate, but do be sure to provide an objective analysis too, referencing required materials and using additional credible sources as needed to support your insight. For more, see Summary vs. Analysis (Links to an external site.).
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