Exam 5: Applications of Instrumental Conditioning

Research indicates that mastery learning approaches are superior to traditional instruction in several ways. Which one of the following conclusions should not be drawn on the basis of research on mastery learning?

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Question 1

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Judging from the brief descriptions below, which one of these four teachers is most likely to be using a mastery learning approach?

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Question 2

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Greg has terrible study habits: whenever he is given an assignment to be done either in class or at home, he doesn't begin the assignment until he has been repeatedly nagged by either his teacher or his parents. Furthermore, Greg seems unable to complete assignments without constant prodding to stay on task. Explain how you might use instrumental conditioning to help Greg develop better study habits. Be concrete and specific in your explanation of what you would do, and be sure to include each of the following in your description: a. The baseline b. The terminal behavior c. A secondary reinforcer you might use d. Shaping e. Some means of preventing extinction

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Question 3

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To help Greg develop better study habits using instrumental conditioning, I would first establish a baseline by observing his current study habits and noting the specific behaviors that need improvement. This might include his procrastination, lack of initiative, and inability to stay on task without constant reminders.

The terminal behavior I would aim for is for Greg to independently start and complete his assignments without needing to be reminded or nagged by others. This would involve him taking initiative, staying focused, and managing his time effectively.

To encourage Greg to develop better study habits, I would use a secondary reinforcer such as a reward system. For example, I might create a point system where Greg earns points for starting his assignments promptly, staying on task, and completing them without reminders. These points could then be exchanged for privileges or rewards that are meaningful to Greg, such as extra screen time, a favorite snack, or a small allowance.

Shaping would be used to gradually guide Greg towards the desired terminal behavior. This might involve breaking down the assignment process into smaller, manageable steps and reinforcing each step as Greg demonstrates improvement. For example, I might initially reward Greg for simply starting his assignment without being reminded, then gradually shift the focus to staying on task and completing the assignment independently.

To prevent extinction of the improved study habits, I would ensure that the rewards and reinforcements remain consistent and gradually fade out as Greg becomes more independent. Additionally, I would provide positive feedback and encouragement to reinforce the new behaviors and help Greg internalize the value of taking initiative and staying focused on his studies.

Which one of the following instructional objectives most clearly focuses on students' higher-level thinking skills?

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Question 4

An essential element of a contingency contract in the classroom is that:

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Question 5

Describe the mastery learning approach to instruction, identifying five major components that are typically included. Then give a concrete example of how you might use mastery learning to teach a specific topic, being sure to illustrate all five of the components you listed.

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Question 6

Describe the three components of traditional behavioral objectives. Write a behavioral objective that includes all three of these components, and identify each component within the objective you have written.

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Question 7

In Marcia's first tennis lesson, her instructor Keith is trying to teach her the correct way to swing a tennis racket. Keith praises Marcia every time she hits the tennis ball over the net and onto the opponent's side of the court using the correct body position. Marcia shows little improvement during the one-hour lesson. From a behaviorist perspective, what mistake is Keith probably making in teaching Marcia to play tennis?

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Question 8

Over the years people have voiced many concerns about the use of behaviorist techniques in the classroom. Some of these concerns are legitimate, but others are not. What might you say in rebuttal when someone makes each of the following complaints? a. "Why are you bribing students to learn their math facts?" b. "Punishing children for inappropriate behavior will make them feel badly about themselves." c. "When you reward a student for good behavior, you teach other students to misbehave so that they, too, can earn rewards."

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Question 9

Ms. Longman is using programmed instruction in teaching her geography class. Which one of the following are students least likely to encounter in their instruction?

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Question 10

Which one of the following is an example of reinforcing an incompatible behavior as a way of eliminating an undesirable behavior?

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Question 11

In applied behavior analysis, it is often important to promote, quite explicitly, the generalization of newly acquired behavior to a variety of contexts. Three of the following are recommended strategies for promoting such generalization. Which one of the following, although possibly beneficial for other reasons, will not necessarily promote generalization?

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Question 12

Sean is a high school student who is angry much of the time. He often vents his anger by swearing at his teacher. One day his teacher decides to extinguish Sean's swearing by ignoring him whenever he swears. Yet over the next few weeks, Sean continues to swear as frequently as he always has. Three of the following are possible explanations as to why, from a behaviorist perspective, the teacher's "extinction" strategy is not working. Which alternative is the least likely explanation?

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Question 13

Ms. Delahanty has several students who are chronic misbehavers. She meets individually with each student, and together the teacher and student agree to a plan for improving the student's behavior and a suitable reinforcement for appropriate behavior change. Ms. Delahanty is using:

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Question 14

Many people object to the use of punishment in educational and/or therapeutic settings. But sometimes other means of discouraging inappropriate behaviors simply don't work. In five short paragraphs, describe five specific strategies you would use to (a) maximize the effectiveness of punishment and/or (b) minimize the occurrence of adverse side effects. Base your strategies on the textbook's discussion of punishment.

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"The student will correctly point to the location of all fifty states." This statement is missing one of the three recommended components of behavioral objectives. Which component is missing?

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Question 16

In programmed instruction, a branching program is different from a linear program in that a branching program:

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Question 17

Tracy enjoys reading mystery novels and reads at least two a week. Her mother wants to encourage Tracy's reading and so begins to pay her daughter one dollar for each completed mystery novel. Considering research regarding the extrinsic reinforcement of intrinsically reinforcing activities, we would expect Tracy eventually to:

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Question 18

Loretta has been painting graffiti on the school walls after school hours. The school principal and the school counselor discuss the problem. The counselor thinks they should try to eliminate the graffiti-painting by asking her to chair a clean-up-the-school committee, then giving her school-wide recognition for her efforts. The counselor is suggesting:

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Question 19

Three of the following are recommended practices when using punishment to reduce an inappropriate behavior. Which one is not recommended?

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Question 20

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Research indicates that mastery learning approaches are superior to traditional instruction in several ways. Which one of the following conclusions should not be drawn on the basis of research on mastery learning?

Judging from the brief descriptions below, which one of these four teachers is most likely to be using a mastery learning approach?

Which one of the following instructional objectives most clearly focuses on students' higher-level thinking skills?

An essential element of a contingency contract in the classroom is that:

Describe the mastery learning approach to instruction, identifying five major components that are typically included. Then give a concrete example of how you might use mastery learning to teach a specific topic, being sure to illustrate all five of the components you listed.

Describe the three components of traditional behavioral objectives. Write a behavioral objective that includes all three of these components, and identify each component within the objective you have written.

Ms. Longman is using programmed instruction in teaching her geography class. Which one of the following are students least likely to encounter in their instruction?

Which one of the following is an example of reinforcing an incompatible behavior as a way of eliminating an undesirable behavior?

Ms. Delahanty has several students who are chronic misbehavers. She meets individually with each student, and together the teacher and student agree to a plan for improving the student's behavior and a suitable reinforcement for appropriate behavior change. Ms. Delahanty is using:

"The student will correctly point to the location of all fifty states." This statement is missing one of the three recommended components of behavioral objectives. Which component is missing?

In programmed instruction, a branching program is different from a linear program in that a branching program:

Three of the following are recommended practices when using punishment to reduce an inappropriate behavior. Which one is not recommended?

Perspectives on Learning

Learning and the Brain

Behaviorism and Classical Conditioning

Instrumental Conditioning

Social Cognitive Theory

Introduction to Cognitivism

Basic Components of Memory

Long-Term Memory I: Storage and Encoding

Long-Term Memory Iii: Retrieval and Forgetting

Long-Term Memory Iii: Retrieval and Forgetting

Cognitive-Developmental Perspectives

Sociocultural Theory and Other Contextual Perspectives

Metacognition, Self-Regulated Learning, and Study Strategies

Transfer, Problem Solving, and Critical Thinking

Motivation and Affect

Cognitive Factors in Motivation

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