process. This latter fact may contribute to an impression that sometimes occurs, that operant conditioning is really just “bribery in disguise,” that only the external reinforcements operate on students’ behavior. Skinner’s Operant Conditioning Theory 5. The combining of both is noticeable in the examples in the previous paragraph. The idea is to study theories and concepts from different parts of psychology and apply them in educational settings. But compared to psychological constructivism, social constructivism highlights a more direct responsibility of the expert for making learning possible. Educational psychology is a branch students, and their sensitivity to individual differences, the student's Second, learning by operant conditioning is not confined to any particular grade, subject area, or style of teaching, but by nature happens in every imaginable classroom. The image of the teacher therefore is more one of collaborating with students’ ideas rather than challenging their ideas or experiences. By assigning a more active role to expert helpers—which by implication includes teachers—than does the psychological constructivism, social constructivism may be more complete as a description of what teachers usually do when actually busy in classrooms, and of what they usually hope students will experience there. principles and the relevance of a specific educational situation, so that the Acting together, assimilation and accommodation continually create new states of cognitive equilibrium. the systematic relationship between variables in educational situations can be The track student was reinforced not only by the pleasure of running itself, but also by knowledge of his improved times and speeds. (1995). Frequently or rarely? the expected accomplishments and provide students with it. These requirements sound, of course, a lot like the requirements for classroom teaching. differences in learning, gifted learners or learning disabilities. Academia.edu is a platform for academics to share research papers. New York: Cambridge University Press. important elements and foundations on which educational psychology is based are The bad news is that students’ negative behaviors may take longer to extinguish as well, because those too may have developed through partial reinforcement. In operant conditioning, the schedule of reinforcement refers to the pattern or frequency by which reinforcement is linked with the operant. education and learning. Co-teaching and Theories of Educational Psychology The research-to-practice gap refers to the discrepancy between research-backed data for best practices in education versus their application and practice in the classroom. As assimilation and accommodation about birds and other flying objects operate together over time, the child does not just revise and add to his vocabulary (such as acquiring a new word, “butterfly”), but also adds and remembers relevant new experiences and actions. staff; exclusion of educational theories and opinions based on personal A child’s schema for bird, for example, includes not only the relevant verbal knowledge (like knowing how to define the word “bird”), but also the child’s experiences with birds, pictures of birds, and conversations about birds. This fact is not a criticism of behaviorism as a perspective, but just a clarification of its particular strength or usefulness, which is to highlight observable relationships among actions, precursors and consequences. Boston: Houghton Mifflin. Such reasoning is regarded as an outgrowth of years of interacting with the environment very concretely. They may not understand the experiment as an adult would, but the discussion can begin moving them toward adult-like understandings. Salkind, N. (2004). Summary … Download full paper File format: .doc, available for editing. Read easy-to-understand guides for psychology, education, business and design. For example, reinforcement was more effective if it came immediately after the crucial operant behavior, rather than being delayed, and reinforcements that happened intermittently (only part of the time) caused learning to take longer, but also caused it to last longer. Stated in this general form, individual constructivism is sometimes associated with a well-known educational philosopher of the early twentieth century, John Dewey (1938–1998). As students gain experience as students, they become able to think about how they themselves learn best, and you (as the teacher) can encourage such self-reflection as one of your goals for their learning. 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