The theory I chose is behavioral learning theory. Behavioral learning theory is a stimulus-response that is how a child acts, and the consequences that influence the action. Some of the consequences could be punishment and extinction (150); which include time out, separating the child who is acting out or causing a problem away from the other students so that one child does not get the attention he or she is wanting. This theory is relevant to me because when I am at work in the pre-kindergarten classroom I have to use reinforcements to control and handle different types of behaviors. We use positive reinforcements and negative reinforcements for different types of behaviors with many different students. As I have learned is all students
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This is a choice made through knowledge that is directed by the introduction of rewards, in order to get feedback on the recognized aftermath of behavior. Reinforcement education is supporting a theoretical scheme in mentality; both emotionally and intellectual, behavioral actions that explore the development of the executive choice in the everyday nature. Reinforcement education is distinguished as the correspondence between the student and their surroundings that presents a response to be evaluated. Markov has a great of explaining how a reinforcement works throughout the relationships of the students, “state, action, reward, state, action, reward” (Littman, 2015). His model that he used to show this action of how reinforcement works was based on exhaustive versus sampled feedback, supervised versus evaluative feedback and one-shot versus sequential feedback. Exhaustive feedback is bare to all available circumstances. Sampled feedback is fragile because it is supported with the involvement of a fragment in a circumstance. Supervised versus evaluative feedback is troubled with how the student is knowledgeable of the appropriate and inappropriate decisions. One-shot versus sequential feedback is troubled with the accurate conceiving of information indicators. This allows the feedback to be given directly or in a …show more content…
Minors acquire information more from positive prediction mistakes compared to a fully grown person whom acquire more information from adverse prediction mistakes. It can beneficial for a student to be in control of their rewards or consequences. If they know what they are getting when they succeed, they will more inclined to do the right thing, because they know it is something they want. Conversely, if you let the students suggest consequences for ill-advised actions, it holds them accountable to not only their teacher, but to their classmates and to themselves as well. However, you need to make sure that what they decide on for a reward as well as for a punishment is something that will work for the teacher, as well as with the administration or whomever is higher. Students will understand and be more productive if the rewards and consequences that are placed are clear to them. In other cases, more negative reinforcement removes choice from the equation for the
This is a choice made through knowledge that is directed by the introduction of rewards, in order to get feedback on the recognized aftermath of behavior. Reinforcement education is supporting a theoretical scheme in mentality; both emotionally and intellectual, behavioral actions that explore the development of the executive choice in the everyday nature. Reinforcement education is distinguished as the correspondence between the student and their surroundings that presents a response to be evaluated. Markov has a great of explaining how a reinforcement works throughout the relationships of the students, “state, action, reward, state, action, reward” (Littman, 2015). His model that he used to show this action of how reinforcement works was based on exhaustive versus sampled feedback, supervised versus evaluative feedback and one-shot versus sequential feedback. Exhaustive feedback is bare to all available circumstances. Sampled feedback is fragile because it is supported with the involvement of a fragment in a circumstance. Supervised versus evaluative feedback is troubled with how the student is knowledgeable of the appropriate and inappropriate decisions. One-shot versus sequential feedback is troubled with the accurate conceiving of information indicators. This allows the feedback to be given directly or in a …show more content…
Minors acquire information more from positive prediction mistakes compared to a fully grown person whom acquire more information from adverse prediction mistakes. It can beneficial for a student to be in control of their rewards or consequences. If they know what they are getting when they succeed, they will more inclined to do the right thing, because they know it is something they want. Conversely, if you let the students suggest consequences for ill-advised actions, it holds them accountable to not only their teacher, but to their classmates and to themselves as well. However, you need to make sure that what they decide on for a reward as well as for a punishment is something that will work for the teacher, as well as with the administration or whomever is higher. Students will understand and be more productive if the rewards and consequences that are placed are clear to them. In other cases, more negative reinforcement removes choice from the equation for the