A Problem-Solving Approach to Teaching Operant Conditioning

Autor/inn/en	Shields, Carolyn; Gredler, Margaret
Titel	A Problem-Solving Approach to Teaching Operant Conditioning
Quelle	In: Teaching of Psychology, 30 (2003) 2, S.114-116 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1207/S15328023TOP3002_06
Schlagwörter	Teaching Methods; Psychology; Misconceptions; Problem Solving; Positive Reinforcement; Punishment; Operant Conditioning; Negative Reinforcement; Homework; Class Activities; Correlation; Pretests Posttests; Comprehension + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Psychologie; Missverständnis; Problemlösen; Bestrafung; Operante Konditionierung; Negative Verstärkung; Hausaufgabe; Korrelation; Verstehen; Verständnis
Abstract	Psychology students frequently have misconceptions of basic concepts in operant conditioning. Prior classroom observations revealed that most students defined positive reinforcement as reward and equated negative reinforcement and punishment. Students also labeled positive reinforcement as rewarding good behavior and negative reinforcement as punishing bad behavior. We developed 14 problem-solving situations that involve positive reinforcement, negative reinforcement, and punishment. Students analyzed these situations in regular classroom sessions and as homework. In these exercises, students specified the discriminative stimuli, the responses, and the nature of the consequences. Correlated t tests on the pre- and posttest means indicated a significant increase in students' understanding of these concepts. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: http://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10